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Saudi ADHD Research

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

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  4. 10.4103/1658-8312.347566

Elementary School Teachers’ Knowledge Regarding Attention Deficit Hyperactivity Disorder in Ha’il City

Elementary School Teachers’ Knowledge Regarding Attention Deficit Hyperactivity Disorder in Ha’il City
Open Access | CC BY-NC-SA 4.0 | |
Authors:

Hail Journal of Health Sciences

10.4103/1658-8312.347566

Abstract

Aims: Teachers are often the first to recognize that their students have attention-deficit/hyperactivity disorder (ADHD), since students and teachers are in contact most school days, and teachers notice how average students usually perform in the school setting. There were two aims in this study; 1) to assess teachers’ knowledge regarding ADHD and 2) to investigate socio-demographic differences between teachers on their knowledge of ADHD in the city of Ha’il, Saudi Arabia.

Methods: From January to February 2020 we conducted a cross-sectional study using an electronic questionnaire distributed randomly through visits to schools. The study population comprised of 405 teachers working in governmental elementary schools in Ha’il city. The questionnaire contained a total of 44 questions, 39 of them from the Knowledge of Attention Deficit Disorder Scale developed by Sciutto et al and 5 demographic questions. Respondents’ answers were used to evaluate their general knowledge about ADHD and its symptoms, diagnosis, and treatment. We also requested information and classified teachers according to their demographic characteristics.

Results: The age ranges for teachers were between 22 and 60 years. The average percentage of knowledge regarding ADHD symptoms/diagnosis was 45.3%, whereas general knowledge and awareness of treatment measures were 32.3% and 31.2%, respectively. The average percentage score of overall knowledge regarding ADHD was 34.9%.

Conclusions: ADHD knowledge among elementary school teachers in Ha’il city was insufficient considering the primary role of teachers in identifying this disorder.

Keywords

Attention Deficit Hyperactivity Disorder, ADHD, Saudi Arabia, Knowledge, School Teachers, Teacher Training, Awareness

Citation

[research_citation style="APA" pubtype="journal" authors="Ahmed Hamed ALJadani,Ibrahim Abdullah Alnais,Turki Ali Alshammari,Salman Sayah Alonazi,Abdulrahman Mansour Alshammari,Abdulilah Saad Aldhmadi,Meshael Nezzal Alreshidi,Hasan Ali Alahmed," year="2020" title="Elementary School Teachers’ Knowledge Regarding Attention Deficit Hyperactivity Disorder in Ha’il City" volume="2" issue="1" journal="Hail Journal of Health Sciences" shortjournal="HJHS" startpage="19" endpage="24" articlenum="" doi="10.4103/1658-8312.347566"]

Prevalence

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  4. 10.4103/1658-8312.347566

Elementary School Teachers’ Knowledge Regarding Attention Deficit Hyperactivity Disorder in Ha’il City

Elementary School Teachers’ Knowledge Regarding Attention Deficit Hyperactivity Disorder in Ha’il City
Open Access | CC BY-NC-SA 4.0 | |
Authors:

Hail Journal of Health Sciences

10.4103/1658-8312.347566

Abstract

Aims: Teachers are often the first to recognize that their students have attention-deficit/hyperactivity disorder (ADHD), since students and teachers are in contact most school days, and teachers notice how average students usually perform in the school setting. There were two aims in this study; 1) to assess teachers’ knowledge regarding ADHD and 2) to investigate socio-demographic differences between teachers on their knowledge of ADHD in the city of Ha’il, Saudi Arabia.

Methods: From January to February 2020 we conducted a cross-sectional study using an electronic questionnaire distributed randomly through visits to schools. The study population comprised of 405 teachers working in governmental elementary schools in Ha’il city. The questionnaire contained a total of 44 questions, 39 of them from the Knowledge of Attention Deficit Disorder Scale developed by Sciutto et al and 5 demographic questions. Respondents’ answers were used to evaluate their general knowledge about ADHD and its symptoms, diagnosis, and treatment. We also requested information and classified teachers according to their demographic characteristics.

Results: The age ranges for teachers were between 22 and 60 years. The average percentage of knowledge regarding ADHD symptoms/diagnosis was 45.3%, whereas general knowledge and awareness of treatment measures were 32.3% and 31.2%, respectively. The average percentage score of overall knowledge regarding ADHD was 34.9%.

Conclusions: ADHD knowledge among elementary school teachers in Ha’il city was insufficient considering the primary role of teachers in identifying this disorder.

Keywords

Attention Deficit Hyperactivity Disorder, ADHD, Saudi Arabia, Knowledge, School Teachers, Teacher Training, Awareness

Citation

[research_citation style="APA" pubtype="journal" authors="Ahmed Hamed ALJadani,Ibrahim Abdullah Alnais,Turki Ali Alshammari,Salman Sayah Alonazi,Abdulrahman Mansour Alshammari,Abdulilah Saad Aldhmadi,Meshael Nezzal Alreshidi,Hasan Ali Alahmed," year="2020" title="Elementary School Teachers’ Knowledge Regarding Attention Deficit Hyperactivity Disorder in Ha’il City" volume="2" issue="1" journal="Hail Journal of Health Sciences" shortjournal="HJHS" startpage="19" endpage="24" articlenum="" doi="10.4103/1658-8312.347566"]

Awareness and Attitudes

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  4. 10.4103/1658-8312.347566

Elementary School Teachers’ Knowledge Regarding Attention Deficit Hyperactivity Disorder in Ha’il City

Elementary School Teachers’ Knowledge Regarding Attention Deficit Hyperactivity Disorder in Ha’il City
Open Access | CC BY-NC-SA 4.0 | |
Authors:

Hail Journal of Health Sciences

10.4103/1658-8312.347566

Abstract

Aims: Teachers are often the first to recognize that their students have attention-deficit/hyperactivity disorder (ADHD), since students and teachers are in contact most school days, and teachers notice how average students usually perform in the school setting. There were two aims in this study; 1) to assess teachers’ knowledge regarding ADHD and 2) to investigate socio-demographic differences between teachers on their knowledge of ADHD in the city of Ha’il, Saudi Arabia.

Methods: From January to February 2020 we conducted a cross-sectional study using an electronic questionnaire distributed randomly through visits to schools. The study population comprised of 405 teachers working in governmental elementary schools in Ha’il city. The questionnaire contained a total of 44 questions, 39 of them from the Knowledge of Attention Deficit Disorder Scale developed by Sciutto et al and 5 demographic questions. Respondents’ answers were used to evaluate their general knowledge about ADHD and its symptoms, diagnosis, and treatment. We also requested information and classified teachers according to their demographic characteristics.

Results: The age ranges for teachers were between 22 and 60 years. The average percentage of knowledge regarding ADHD symptoms/diagnosis was 45.3%, whereas general knowledge and awareness of treatment measures were 32.3% and 31.2%, respectively. The average percentage score of overall knowledge regarding ADHD was 34.9%.

Conclusions: ADHD knowledge among elementary school teachers in Ha’il city was insufficient considering the primary role of teachers in identifying this disorder.

Keywords

Attention Deficit Hyperactivity Disorder, ADHD, Saudi Arabia, Knowledge, School Teachers, Teacher Training, Awareness

Citation

[research_citation style="APA" pubtype="journal" authors="Ahmed Hamed ALJadani,Ibrahim Abdullah Alnais,Turki Ali Alshammari,Salman Sayah Alonazi,Abdulrahman Mansour Alshammari,Abdulilah Saad Aldhmadi,Meshael Nezzal Alreshidi,Hasan Ali Alahmed," year="2020" title="Elementary School Teachers’ Knowledge Regarding Attention Deficit Hyperactivity Disorder in Ha’il City" volume="2" issue="1" journal="Hail Journal of Health Sciences" shortjournal="HJHS" startpage="19" endpage="24" articlenum="" doi="10.4103/1658-8312.347566"]

Diagnosis

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  4. 10.4103/1658-8312.347566

Elementary School Teachers’ Knowledge Regarding Attention Deficit Hyperactivity Disorder in Ha’il City

Elementary School Teachers’ Knowledge Regarding Attention Deficit Hyperactivity Disorder in Ha’il City
Open Access | CC BY-NC-SA 4.0 | |
Authors:

Hail Journal of Health Sciences

10.4103/1658-8312.347566

Abstract

Aims: Teachers are often the first to recognize that their students have attention-deficit/hyperactivity disorder (ADHD), since students and teachers are in contact most school days, and teachers notice how average students usually perform in the school setting. There were two aims in this study; 1) to assess teachers’ knowledge regarding ADHD and 2) to investigate socio-demographic differences between teachers on their knowledge of ADHD in the city of Ha’il, Saudi Arabia.

Methods: From January to February 2020 we conducted a cross-sectional study using an electronic questionnaire distributed randomly through visits to schools. The study population comprised of 405 teachers working in governmental elementary schools in Ha’il city. The questionnaire contained a total of 44 questions, 39 of them from the Knowledge of Attention Deficit Disorder Scale developed by Sciutto et al and 5 demographic questions. Respondents’ answers were used to evaluate their general knowledge about ADHD and its symptoms, diagnosis, and treatment. We also requested information and classified teachers according to their demographic characteristics.

Results: The age ranges for teachers were between 22 and 60 years. The average percentage of knowledge regarding ADHD symptoms/diagnosis was 45.3%, whereas general knowledge and awareness of treatment measures were 32.3% and 31.2%, respectively. The average percentage score of overall knowledge regarding ADHD was 34.9%.

Conclusions: ADHD knowledge among elementary school teachers in Ha’il city was insufficient considering the primary role of teachers in identifying this disorder.

Keywords

Attention Deficit Hyperactivity Disorder, ADHD, Saudi Arabia, Knowledge, School Teachers, Teacher Training, Awareness

Citation

[research_citation style="APA" pubtype="journal" authors="Ahmed Hamed ALJadani,Ibrahim Abdullah Alnais,Turki Ali Alshammari,Salman Sayah Alonazi,Abdulrahman Mansour Alshammari,Abdulilah Saad Aldhmadi,Meshael Nezzal Alreshidi,Hasan Ali Alahmed," year="2020" title="Elementary School Teachers’ Knowledge Regarding Attention Deficit Hyperactivity Disorder in Ha’il City" volume="2" issue="1" journal="Hail Journal of Health Sciences" shortjournal="HJHS" startpage="19" endpage="24" articlenum="" doi="10.4103/1658-8312.347566"]

Language & Communication

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  4. 10.4103/1658-8312.347566

Elementary School Teachers’ Knowledge Regarding Attention Deficit Hyperactivity Disorder in Ha’il City

Elementary School Teachers’ Knowledge Regarding Attention Deficit Hyperactivity Disorder in Ha’il City
Open Access | CC BY-NC-SA 4.0 | |
Authors:

Hail Journal of Health Sciences

10.4103/1658-8312.347566

Abstract

Aims: Teachers are often the first to recognize that their students have attention-deficit/hyperactivity disorder (ADHD), since students and teachers are in contact most school days, and teachers notice how average students usually perform in the school setting. There were two aims in this study; 1) to assess teachers’ knowledge regarding ADHD and 2) to investigate socio-demographic differences between teachers on their knowledge of ADHD in the city of Ha’il, Saudi Arabia.

Methods: From January to February 2020 we conducted a cross-sectional study using an electronic questionnaire distributed randomly through visits to schools. The study population comprised of 405 teachers working in governmental elementary schools in Ha’il city. The questionnaire contained a total of 44 questions, 39 of them from the Knowledge of Attention Deficit Disorder Scale developed by Sciutto et al and 5 demographic questions. Respondents’ answers were used to evaluate their general knowledge about ADHD and its symptoms, diagnosis, and treatment. We also requested information and classified teachers according to their demographic characteristics.

Results: The age ranges for teachers were between 22 and 60 years. The average percentage of knowledge regarding ADHD symptoms/diagnosis was 45.3%, whereas general knowledge and awareness of treatment measures were 32.3% and 31.2%, respectively. The average percentage score of overall knowledge regarding ADHD was 34.9%.

Conclusions: ADHD knowledge among elementary school teachers in Ha’il city was insufficient considering the primary role of teachers in identifying this disorder.

Keywords

Attention Deficit Hyperactivity Disorder, ADHD, Saudi Arabia, Knowledge, School Teachers, Teacher Training, Awareness

Citation

[research_citation style="APA" pubtype="journal" authors="Ahmed Hamed ALJadani,Ibrahim Abdullah Alnais,Turki Ali Alshammari,Salman Sayah Alonazi,Abdulrahman Mansour Alshammari,Abdulilah Saad Aldhmadi,Meshael Nezzal Alreshidi,Hasan Ali Alahmed," year="2020" title="Elementary School Teachers’ Knowledge Regarding Attention Deficit Hyperactivity Disorder in Ha’il City" volume="2" issue="1" journal="Hail Journal of Health Sciences" shortjournal="HJHS" startpage="19" endpage="24" articlenum="" doi="10.4103/1658-8312.347566"]