Knowledge, Attitudes, and Practices Regarding Diabetes Mellitus Among Schoolteachers in Jordan: A Cross-Sectional Study

Background/Objectives: Teachers are often the first adults responsible for supporting students with type 1 diabetes mellitus (T1DM) during the school day. This study assessed schoolteachers’ diabetes-related knowledge, attitudes, emergency readiness, and routine school practices in Jordan. Methods: A cross-sectional online survey was conducted among teachers working in public and private schools in Jordan between February and April 2026. The final sample included 604 teachers. Multivariable relationships were examined using path analysis in R with full information maximum likelihood. Results: The median age was 43 years (IQR: 38–47), 88.6% of participants were women, and 15.9% had received prior diabetes-related training. Median composite scores were 11/14 (IQR: 9–12) for knowledge, 43/50 (IQR: 39–46) for attitudes, 23/35 (IQR: 18–28) for emergency readiness, and 24/30 (IQR: 20–26) for routine practices. The path model showed close fit indices (chi-square(1) = 0.243, p = 0.622; CFI = 1.00; RMSEA = 0.00; SRMR = 0.001), although these indices were interpreted cautiously because the model had only one degree of freedom. Greater knowledge was associated with more favorable attitudes (beta = 0.374, p < 0.001), and more favorable attitudes were associated with better emergency readiness (beta = 0.141, p < 0.001) and routine practices (beta = 0.244, p < 0.001). Teachers with prior diabetes-related training also reported higher attitudes, emergency readiness, and routine practice scores. Conclusions: Jordanian teachers appeared willing to support students with diabetes, but this willingness was not matched by consistent emergency preparedness. Targeted training and stronger school-level protocols are needed to improve the safety and quality of diabetes care in schools.