Bridging the Gap: Greek Primary Teachers’ Knowledge, Attitudes, and Challenges in Managing Epilepsy

Abstract Background Epilepsy is a common chronic neurological disorder in children, often linked with stigma and misconceptions that hinder academic and social development. Teachers play a vital role in ensuring the safety and equitable treatment of children with epilepsy, yet studies show they often lack the knowledge and confidence to manage such cases. In Greece, existing data on teacher preparedness in this area is limited. This study assesses primary school teachers’ knowledge, attitudes, and practices concerning epilepsy to inform targeted educational interventions and support inclusive education. Methods A cross-sectional survey was conducted among 546 primary teachers in Greece from October 2022 to June 2023. Participants completed a 34-item questionnaire, covering demographics, epilepsy knowledge, social attitudes, and seizure management. Data was analyzed using SPSS v28.0. Results Despite high awareness of epilepsy (99.3%), substantial gaps in specific knowledge and seizure management were observed. Over 55% were unsure how to manage seizures, and only 33% correctly identified epilepsy as incurable. Misconceptions about antiepileptic medication effects on learning and behavior were prevalent. Teachers with special education experience showed significantly greater knowledge and confidence in seizure response (p < 0.001). Men were more likely to report preparedness and awareness of learning implications (p < 0.05). Conclusions Findings highlight the urgent need for structured epilepsy education for Greek primary teachers. Implementing comprehensive training initiatives can reduce stigma, correct misconceptions, and empower teachers to better support students with epilepsy and foster safer and more inclusive classrooms. Key messages • Health literacy. • Public health policy and politics.