Effectiveness of multimedia educational program on knowledge of primary school teachers regarding Attention Deficit Hyperactivity Disorder (ADHD) in preschoolers

Background: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent neurodevelopmental disorders in children, often undetected during preschool years. Teachers play a pivotal role in early detection and management, yet knowledge gaps remain. Aim: To assess the effectiveness of a multimedia educational program in enhancing primary school teachers’ knowledge regarding ADHD in preschoolers. Methods: A quasi-experimental pre-test post-test control group design was conducted among 120 teachers (60 experimental, 60 control) in Gurugram, Haryana. Knowledge was assessed using a validated structured questionnaire. The intervention included PowerPoint presentations, animated videos, flashcards, and discussions. Data were analyzed using descriptive and inferential statistics. Results: The experimental group showed a significant improvement in mean knowledge scores from 15.2 (42.2%) pre-test to 26.6 (73.9%) post-test (p<0.001). The control group showed no significant change (14.7 to 13.9). Teacher knowledge was significantly associated with education level and prior awareness of ADHD (p<0.05). Conclusion: Multimedia educational programs significantly enhance teachers’ knowledge on ADHD and should be implemented widely for early detection and management of ADHD in preschoolers.