Saudi ADHD Research – Research Portal

Below is a curated list of published studies related to different aspects of Attention Deficit / Hyperactivity Disorder (ADHD) in Saudi Arabia, including prevalence, awareness, diagnosis, language and communication, and review articles.

Additional studies from Saudi Arabia, including topics not featured on this page, are available in the research library. We also maintain a list of ADHD-related theses that have been made available online. If you would like your research featured here, or know of any publications in or about ADHD in KSA that you believe should be included here, please get in touch by email at research @ adhd.org.sa.

Note: Unless specifically stated, these studies were neither conducted by nor supported by the Saudi ADHD Society, and are provided as a resource for researchers only.

Review Articles

Cross-National Comparisons of Teachers’ Knowledge and Misconceptions of ADHD

Authors:

Mark J Sciutto
Mark D Terjesen
Alena
Zdena Michalova_
Sandra Schmiedeler
Katerina Antonopoulou
Norhan Z Shaker
Ji-yeon Lee
Keetam Lee
Keetam Alkahtani
Bradley Drake
Jaco Rossouw

International Perspectives in Psychology: Research, Practice, Consultation

10.1037/ipp0000045

Abstract

Attention-Deficit/Hyperactivity Disorder (ADHD) is among the most prevalent disorders of childhood and adolescence worldwide. Teachers are likely to play an important role in multiple stages of the help-seeking process (e.g., problem recognition) for children with ADHD. This study examined the relationship of prior exposure and ADHD training with teachers" knowledge and misconceptions of the disorder in a multinational sample. Teachers (N = 2,307) from nine countries (Czech Republic, Germany, Greece, Iraq, the Republic of Korea, Saudi Arabia, South Africa, United States, and Vietnam) completed measures of ADHD knowledge, prior exposure, and education/training related to ADHD. There was considerable variability in overall levels of knowledge and specific misconceptions across the countries sampled. Although the predictors of ADHD knowledge varied considerably across countries, some form of professional training and prior exposure to ADHD was associated with greater knowledge in the majority of countries. Implications for teacher training and the role teachers can play in the help-seeking process are discussed. Note: Saudi data published previously in 2013 (PDF: Teachers’ Knowledge and Misconceptions of Attention Deficit/Hyperactivity Disorder)