European Journal of Cardiovascular Medicine

Attention Deficit Hyperactive Disorder (ADHD) is one of the most common neurodevelopmental disorders of childhood, characterized by age-inappropriate levels of inattention, hyperactivity, and impulsivity that interfere with academic performance, social interactions, and daily functioning [1]. The global prevalence of ADHD among school-aged children is estimated to be approximately 5–7%, making it a significant public health and educational concern [2]. In the Indian context, reported prevalence rates vary widely due to differences in diagnostic criteria and study settings, but ADHD remains an important cause of learning and behavioural difficulties in schools [3]. Teachers play a pivotal role in the early identification and effective management of children with ADHD, as classroom settings are often where symptoms are first noticed [4]. Adequate knowledge about the nature, causes, and manifestations of ADHD enables teachers to recognize affected children early and adopt appropriate classroom management strategies. Conversely, misconceptions—such as attributing ADHD to poor parenting or deliberate misbehaviour—may lead to stigmatization, ineffective discipline, and poor academic outcomes [5]. Attitudes of teachers toward children with ADHD are equally important, as positive attitudes are associated with supportive teaching practices, better teacher–student relationships, and improved learning environments [6]. Studies from different regions have shown varying levels of knowledge and attitudes among school teachers, often highlighting moderate awareness but insufficient training in evidence-based classroom interventions [7,8]. In India, limited exposure to mental health education during teacher training programs further contributes to gaps in preparedness for managing ADHD in school settings [9]. Study aims to assess the level of knowledge and attitude of primary school teachers regarding Attention Deficit Hyperactive Disorder (ADHD) and to identify gaps that may affect classroom management and student learning outcomes.

Type of Study: Descriptive cross-sectional study

Place of Study: Institute of Postgraduate Medical Education & Research (IPGME& R) and SSKM Hospital, 244, Acharya J.C. Bose Road, Kolkata, West Bengal, Pin Code-700020, India

Data were collected from Schools around Kolkata. 

Study Duration: From 06.01.2020 to 28.01.2020

Sample Size: 100 participants (School teachers)

Inclusion Criteria:

• Primary school teachers currently teaching in selected schools of West Bengal.
• Teachers with at least 1 year of teaching experience.
• Willing to provide informed consent for participation in the study.

Exclusion Criteria:

• Teachers on long-term leave or unavailable during the study period.
• Teachers with prior formal training or certification specifically in ADHD management (to avoid bias).
• Those who refuse to participate or do not provide consent.

Study Variables:

• Age
• Gender
• Educational qualification
• Years of teaching experience
• Awareness of ADHD as a neurodevelopmental disorder

Statistical Analysis:

Data were entered into Excel and subsequently analyzed using SPSS and GraphPad Prism. Continuous variables were summarized as means with standard deviations, while categorical variables were presented as counts and percentages. Comparisons between independent groups were performed using two-sample t-tests, and paired t-tests were applied for correlated (paired) data. Categorical data were compared using chi-square tests, with Fisher’s exact test applied when expected cell counts were small. A p-value of ≤ 0.05 was considered statistically significant.

Table 1: Socio-Demographic Characteristics of Participants

Table 2: Knowledge Regarding ADHD

Table 3: Attitude towards Children with ADHD

Table 4: Attitude Score Distribution

We observed that, in this study of 100 primary school teachers, overall knowledge and attitudes toward ADHD were moderately positive, with several areas of strength and some notable gaps. A majority of participants (70%) correctly identified ADHD as a neurodevelopmental disorder, and 65% recognized its impact on academic performance, both showing statistically significant differences (p < 0.01). These findings suggest that most teachers possess a fundamental understanding of the disorder’s nature and its influence on learning outcomes. Regarding attitudes, 60% agreed that children with ADHD can succeed academically, and 80% acknowledged that such children require special attention. Furthermore, 50% of teachers demonstrated a positive overall attitude, with a mean score of 7.8 ± 1.0, indicating a generally supportive approach toward students with ADHD (p = 0.002). Despite these encouraging results, misconceptions were evident; only 20% of participants correctly disagreed with the notion that ADHD is caused by poor parenting (p = 0.001). Awareness of the effectiveness of stimulant medications was moderate (55%, p = 0.03), and only 25% of teachers felt adequately trained to manage ADHD in the classroom (p = 0.04). in other study by Chhasatia et al. found insufficient overall knowledge and widespread misperceptions about ADHD among 491 primary‑school teachers in Vadodara, India [10]. Getachew B et al In Gondar, Ethiopia, although only 44.8% of teachers had good knowledge, 84.1% demonstrated a favorable attitude toward ADHD children [11]. Fahmy et al. reported knowledge gaps across causes, symptoms, and management among 253 Egyptian teachers, with attitudes being less positive than expected [12]. In Kathmandu, Nepal, Suvekchya & Gurung observed that most teachers had only fair or poor knowledge, yet nearly 89% held supportive attitudes toward ADHD students [13]. A study from Sri Lanka Perera H showed that while teachers were aware of behavioral implications and generally supportive of behavioral therapy, only a minority had adequate knowledge of ADHD presentation and pharmacological management [14].

We concluded that this study highlights that primary school teachers in selected schools of West Bengal possess a moderately positive level of knowledge and attitude toward ADHD, with a sound understanding of its neurodevelopmental origin and impact on academic performance. The generally supportive attitude observed among teachers reflects a willingness to help students with ADHD succeed academically. However, important knowledge gaps and misconceptions persist, particularly regarding the causes of ADHD and classroom management strategies. The limited proportion of teachers who feel adequately trained underscores the need for structured training programs and continuing teacher education on ADHD. Strengthening teachers’ knowledge and practical skills may improve early identification, classroom management, and overall educational outcomes for children with ADHD.

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