Assessment of primary school teachers’ knowledge and attitudes toward ADHD and teacher-related correlates in Suez City, Egypt: a cross-sectional study

Abstract Background Attention deficit hyperactivity disorder (ADHD) is a prevalent clinical and public health issue that affects individuals across all age groups, including children, adolescents, and adults. It presents considerable financial, familial, and societal challenges. ADHD is estimated to affect 5–10% of school-aged children, with boys being three to five times more likely to be diagnosed than girls. Despite its widespread occurrence, limited studies have examined teachers’ knowledge and attitudes toward students with ADHD. This cross-sectional analytical study aimed to assess teachers’ awareness, perceptions, and misconceptions regarding ADHD. It was conducted in primary schools within the Suez Governorate, Egypt, covering both public and private institutions. The study was conducted over a 6-month period (September 2023–March 2024) and included a sample of 190 teachers. Results Only 43.2% of teachers demonstrated adequate knowledge of the prevalence , causes and symptomatology of ADHD, while just 39% exhibited positive attitudes toward teaching ADHD students. A higher educational level and previous training on ADHD were found to be statistically significant teacher related factors associated with both greater knowledge and more favorable attitudes among teachers. Conclusions Primary school teachers often exhibit limited knowledge, unfavorable attitudes, and misconceptions about ADHD, with many lacking adequate training and education in this area. Enhancing teachers’ understanding and perceptions of ADHD is essential for developing effective training programs, dispelling misconceptions, and providing educators with the required skills to early participate in identifying and managing students with ADHD.