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
Knowledge and Attitude of Saudi Primary Teachers Towards Students with Attention-Deficit Hyperactivity Disorder (ADHD) in Albaha Region
- Abdullah Almilaibary
NeuroQuantology
10.14704/nq.2022.20.6.NQ22648Abstract
Background: Attention deficit hyperactivity disorder (ADHD) is among the most frequent psychiatric disorder in children, and it has a detrimental impact on the child’s social, familial, and familial functioning. Teachers are frequently the first to suspect attention ADHD in their students since they are with them for the most of the day and are familiar with how normal students behave in the classroom.
Aims & Objective: this study aims to identify and measure the awareness and attitude of primary teachers towards the diagnosis and management of students with ADHD.
Subjects and methods: This cross-sectional study was conducted at a primary school in the AlBaha area of Saudi Arabia from January 18 to April 24, 2022. Data were collected using a written questionnaire in Arabic language and simple vocabulary. Data was statistically analyzed using SPSS (version 25).
Results: Around 361 participants completed the questionnaire; worked in AlBaha. Therefore, they were included in the analysis. Most of the teachers were female (N = 226, 62.6%) and had bachelor’s as their highest qualification (N = 296, 81.9 %). For most of the questions, the teachers had inadequate or poor knowledge, around 66.5% of teachers had more than ten years of work experience.
Conclusions: The study emphasized the lack of understanding of ADHD among primary and kindergarten school teachers in AlBaha city. This information gap raises severe concerns about the screening of ADHD at the school level in Suadia Arabia.
Keywords
ADHD, Primary schools, Knowledge, Attitudes, Saudi Arabia, Teachers, AwarenessCitation
[research_citation style="APA" pubtype="journal" authors="Abdullah Almilaibary," year="2022" title="Knowledge and Attitude of Saudi Primary Teachers Towards Students with Attention-Deficit Hyperactivity Disorder (ADHD) in Albaha Region" volume="20" issue="6" journal="NeuroQuantology" shortjournal="NeuroQuantology" startpage="6467" endpage="6474" articlenum="" doi="10.14704/nq.2022.20.6.NQ22648"]Link to this page: https://res.adhd.org.sa/doi/10.14704/nq.2022.20.6.NQ22648
Prevalence
Knowledge and Attitude of Saudi Primary Teachers Towards Students with Attention-Deficit Hyperactivity Disorder (ADHD) in Albaha Region
- Abdullah Almilaibary
NeuroQuantology
10.14704/nq.2022.20.6.NQ22648Abstract
Background: Attention deficit hyperactivity disorder (ADHD) is among the most frequent psychiatric disorder in children, and it has a detrimental impact on the child’s social, familial, and familial functioning. Teachers are frequently the first to suspect attention ADHD in their students since they are with them for the most of the day and are familiar with how normal students behave in the classroom.
Aims & Objective: this study aims to identify and measure the awareness and attitude of primary teachers towards the diagnosis and management of students with ADHD.
Subjects and methods: This cross-sectional study was conducted at a primary school in the AlBaha area of Saudi Arabia from January 18 to April 24, 2022. Data were collected using a written questionnaire in Arabic language and simple vocabulary. Data was statistically analyzed using SPSS (version 25).
Results: Around 361 participants completed the questionnaire; worked in AlBaha. Therefore, they were included in the analysis. Most of the teachers were female (N = 226, 62.6%) and had bachelor’s as their highest qualification (N = 296, 81.9 %). For most of the questions, the teachers had inadequate or poor knowledge, around 66.5% of teachers had more than ten years of work experience.
Conclusions: The study emphasized the lack of understanding of ADHD among primary and kindergarten school teachers in AlBaha city. This information gap raises severe concerns about the screening of ADHD at the school level in Suadia Arabia.
Keywords
ADHD, Primary schools, Knowledge, Attitudes, Saudi Arabia, Teachers, AwarenessCitation
[research_citation style="APA" pubtype="journal" authors="Abdullah Almilaibary," year="2022" title="Knowledge and Attitude of Saudi Primary Teachers Towards Students with Attention-Deficit Hyperactivity Disorder (ADHD) in Albaha Region" volume="20" issue="6" journal="NeuroQuantology" shortjournal="NeuroQuantology" startpage="6467" endpage="6474" articlenum="" doi="10.14704/nq.2022.20.6.NQ22648"]Link to this page: https://res.adhd.org.sa/doi/10.14704/nq.2022.20.6.NQ22648
Awareness and Attitudes
Knowledge and Attitude of Saudi Primary Teachers Towards Students with Attention-Deficit Hyperactivity Disorder (ADHD) in Albaha Region
- Abdullah Almilaibary
NeuroQuantology
10.14704/nq.2022.20.6.NQ22648Abstract
Background: Attention deficit hyperactivity disorder (ADHD) is among the most frequent psychiatric disorder in children, and it has a detrimental impact on the child’s social, familial, and familial functioning. Teachers are frequently the first to suspect attention ADHD in their students since they are with them for the most of the day and are familiar with how normal students behave in the classroom.
Aims & Objective: this study aims to identify and measure the awareness and attitude of primary teachers towards the diagnosis and management of students with ADHD.
Subjects and methods: This cross-sectional study was conducted at a primary school in the AlBaha area of Saudi Arabia from January 18 to April 24, 2022. Data were collected using a written questionnaire in Arabic language and simple vocabulary. Data was statistically analyzed using SPSS (version 25).
Results: Around 361 participants completed the questionnaire; worked in AlBaha. Therefore, they were included in the analysis. Most of the teachers were female (N = 226, 62.6%) and had bachelor’s as their highest qualification (N = 296, 81.9 %). For most of the questions, the teachers had inadequate or poor knowledge, around 66.5% of teachers had more than ten years of work experience.
Conclusions: The study emphasized the lack of understanding of ADHD among primary and kindergarten school teachers in AlBaha city. This information gap raises severe concerns about the screening of ADHD at the school level in Suadia Arabia.
Keywords
ADHD, Primary schools, Knowledge, Attitudes, Saudi Arabia, Teachers, AwarenessCitation
[research_citation style="APA" pubtype="journal" authors="Abdullah Almilaibary," year="2022" title="Knowledge and Attitude of Saudi Primary Teachers Towards Students with Attention-Deficit Hyperactivity Disorder (ADHD) in Albaha Region" volume="20" issue="6" journal="NeuroQuantology" shortjournal="NeuroQuantology" startpage="6467" endpage="6474" articlenum="" doi="10.14704/nq.2022.20.6.NQ22648"]Link to this page: https://res.adhd.org.sa/doi/10.14704/nq.2022.20.6.NQ22648
Diagnosis
Knowledge and Attitude of Saudi Primary Teachers Towards Students with Attention-Deficit Hyperactivity Disorder (ADHD) in Albaha Region
- Abdullah Almilaibary
NeuroQuantology
10.14704/nq.2022.20.6.NQ22648Abstract
Background: Attention deficit hyperactivity disorder (ADHD) is among the most frequent psychiatric disorder in children, and it has a detrimental impact on the child’s social, familial, and familial functioning. Teachers are frequently the first to suspect attention ADHD in their students since they are with them for the most of the day and are familiar with how normal students behave in the classroom.
Aims & Objective: this study aims to identify and measure the awareness and attitude of primary teachers towards the diagnosis and management of students with ADHD.
Subjects and methods: This cross-sectional study was conducted at a primary school in the AlBaha area of Saudi Arabia from January 18 to April 24, 2022. Data were collected using a written questionnaire in Arabic language and simple vocabulary. Data was statistically analyzed using SPSS (version 25).
Results: Around 361 participants completed the questionnaire; worked in AlBaha. Therefore, they were included in the analysis. Most of the teachers were female (N = 226, 62.6%) and had bachelor’s as their highest qualification (N = 296, 81.9 %). For most of the questions, the teachers had inadequate or poor knowledge, around 66.5% of teachers had more than ten years of work experience.
Conclusions: The study emphasized the lack of understanding of ADHD among primary and kindergarten school teachers in AlBaha city. This information gap raises severe concerns about the screening of ADHD at the school level in Suadia Arabia.
Keywords
ADHD, Primary schools, Knowledge, Attitudes, Saudi Arabia, Teachers, AwarenessCitation
[research_citation style="APA" pubtype="journal" authors="Abdullah Almilaibary," year="2022" title="Knowledge and Attitude of Saudi Primary Teachers Towards Students with Attention-Deficit Hyperactivity Disorder (ADHD) in Albaha Region" volume="20" issue="6" journal="NeuroQuantology" shortjournal="NeuroQuantology" startpage="6467" endpage="6474" articlenum="" doi="10.14704/nq.2022.20.6.NQ22648"]Link to this page: https://res.adhd.org.sa/doi/10.14704/nq.2022.20.6.NQ22648
Language & Communication
Knowledge and Attitude of Saudi Primary Teachers Towards Students with Attention-Deficit Hyperactivity Disorder (ADHD) in Albaha Region
- Abdullah Almilaibary
NeuroQuantology
10.14704/nq.2022.20.6.NQ22648Abstract
Background: Attention deficit hyperactivity disorder (ADHD) is among the most frequent psychiatric disorder in children, and it has a detrimental impact on the child’s social, familial, and familial functioning. Teachers are frequently the first to suspect attention ADHD in their students since they are with them for the most of the day and are familiar with how normal students behave in the classroom.
Aims & Objective: this study aims to identify and measure the awareness and attitude of primary teachers towards the diagnosis and management of students with ADHD.
Subjects and methods: This cross-sectional study was conducted at a primary school in the AlBaha area of Saudi Arabia from January 18 to April 24, 2022. Data were collected using a written questionnaire in Arabic language and simple vocabulary. Data was statistically analyzed using SPSS (version 25).
Results: Around 361 participants completed the questionnaire; worked in AlBaha. Therefore, they were included in the analysis. Most of the teachers were female (N = 226, 62.6%) and had bachelor’s as their highest qualification (N = 296, 81.9 %). For most of the questions, the teachers had inadequate or poor knowledge, around 66.5% of teachers had more than ten years of work experience.
Conclusions: The study emphasized the lack of understanding of ADHD among primary and kindergarten school teachers in AlBaha city. This information gap raises severe concerns about the screening of ADHD at the school level in Suadia Arabia.
Keywords
ADHD, Primary schools, Knowledge, Attitudes, Saudi Arabia, Teachers, AwarenessCitation
[research_citation style="APA" pubtype="journal" authors="Abdullah Almilaibary," year="2022" title="Knowledge and Attitude of Saudi Primary Teachers Towards Students with Attention-Deficit Hyperactivity Disorder (ADHD) in Albaha Region" volume="20" issue="6" journal="NeuroQuantology" shortjournal="NeuroQuantology" startpage="6467" endpage="6474" articlenum="" doi="10.14704/nq.2022.20.6.NQ22648"]Link to this page: https://res.adhd.org.sa/doi/10.14704/nq.2022.20.6.NQ22648