Knowledge of ADHD among primary school teachers in public schools in Sabaneta, Antioquia, Colombia

Abstract

ObjectivesThe aim of this research is to describe the knowledge of attention deficit hyperactivity disorder among primary school teachers through interviews concerning general information, symptoms/diagnosis and treatment, in addition to perceived self-efficacy. MethodsA cross-sectional, descriptive, population-based study was carried out, involving 62 teachers from public schools in the municipality of Sabaneta. The teachers were evaluated by the Spanish adaptation of the Knowledge of Attention Deficit Disorders Scale, a 36-item estimation scale with three response options (true, false and don’t know). ResultsTeachers correctly answered just under half of all the items in the questionnaire (48.52%). Specifically, the most correct answers were on the symptoms/diagnosis subscale (69.35%), followed by the treatment subscale (45.30%) and finally the general information subscale (38.60%). ConclusionsThe data obtained underlines the need for initiatives to be implemented in this area to ensure that it is reflected in new teaching techniques that facilitate the learning and development of children who suffer from the disorder.