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
Factors Affecting Knowledge of Attention-Deficit Hyperactivity Disorder Among Female Primary Schoolteachers in Taif City, Saudi Arabia
- Razan H Alzahrani
- Nesrin K Abd El-Fatah
Cureus
10.7759/cureus.40057Abstract
Background
Attention-deficit hyperactivity disorder (ADHD) is a public health challenge because it may contribute to academic and psychological difficulties among school children. Though ADHD is a common problem, Taif teachers' knowledge of the disease has never been assessed. Therefore, this study aimed to determine factors that influence ADHD knowledge among female primary schoolteachers in Taif City, Saudi Arabia.
Methods
This cross-sectional study was conducted on 359 female schoolteachers recruited by stratified random sampling. Participants self-reported demographic and personal data and completed the validated Arabic version of the knowledge of ADHD scale and teacher’s attitude toward ADHD questionnaires.
Results
In Taif, it was determined that 96.4% of female primary schoolteachers had insufficient knowledge of ADHD, notably with nature, causes, consequences, and treatment knowledge. In contrast, 40% had adequate knowledge of the condition's symptoms and diagnosis, and 97.5% exhibited a favorable attitude. There is significantly higher knowledge among private schoolteachers, those who freshly graduated, specialize in learning difficulties, who attended any course/training about ADHD, and whoever taught ADHD children. There was a significant positive weak correlation between teachers’ knowledge of ADHD and their attitude. Regression analysis revealed that female schoolteachers specialized in learning difficulties show significantly higher knowledge scores, teachers who never taught an ADHD child had a reduction of 94.6 % in ADHD knowledge, and any increase in the number of ADHD children teachers teaches has significantly increased teachers’ knowledge (Overall Model: Chi-Square X2= 69.514, p < 0.000**).
Conclusions
Our study showed that there was a serious knowledge gap on ADHD among Taif female primary schoolteachers. Therefore, it is strongly recommended to boost teachers' knowledge of ADHD, especially at government schools, through conducting training courses, distributing leaflets intended to address ADHD, and launching awareness campaigns through the media, including social media, television, and radio. It is also recommended that education faculty curricula should include more information on ADHD.
Keywords
female teachers, saudi arabia, primary schools, misconceptions, knowledge, attitude, awareness, attention-deficit/hyperactivity disorderCitation
[research_citation style="APA" pubtype="journal" authors="Razan H Alzahrani,Nesrin K Abd El-Fatah," year="2023" title="Factors Affecting Knowledge of Attention-Deficit Hyperactivity Disorder Among Female Primary Schoolteachers in Taif City, Saudi Arabia" volume="15" issue="6" journal="Cureus" shortjournal="Cureus" startpage="40057" endpage="" articlenum="" doi="10.7759/cureus.40057"]Link to this page: https://res.adhd.org.sa/doi/10.7759/cureus.40057
Prevalence
Factors Affecting Knowledge of Attention-Deficit Hyperactivity Disorder Among Female Primary Schoolteachers in Taif City, Saudi Arabia
- Razan H Alzahrani
- Nesrin K Abd El-Fatah
Cureus
10.7759/cureus.40057Abstract
Background
Attention-deficit hyperactivity disorder (ADHD) is a public health challenge because it may contribute to academic and psychological difficulties among school children. Though ADHD is a common problem, Taif teachers' knowledge of the disease has never been assessed. Therefore, this study aimed to determine factors that influence ADHD knowledge among female primary schoolteachers in Taif City, Saudi Arabia.
Methods
This cross-sectional study was conducted on 359 female schoolteachers recruited by stratified random sampling. Participants self-reported demographic and personal data and completed the validated Arabic version of the knowledge of ADHD scale and teacher’s attitude toward ADHD questionnaires.
Results
In Taif, it was determined that 96.4% of female primary schoolteachers had insufficient knowledge of ADHD, notably with nature, causes, consequences, and treatment knowledge. In contrast, 40% had adequate knowledge of the condition's symptoms and diagnosis, and 97.5% exhibited a favorable attitude. There is significantly higher knowledge among private schoolteachers, those who freshly graduated, specialize in learning difficulties, who attended any course/training about ADHD, and whoever taught ADHD children. There was a significant positive weak correlation between teachers’ knowledge of ADHD and their attitude. Regression analysis revealed that female schoolteachers specialized in learning difficulties show significantly higher knowledge scores, teachers who never taught an ADHD child had a reduction of 94.6 % in ADHD knowledge, and any increase in the number of ADHD children teachers teaches has significantly increased teachers’ knowledge (Overall Model: Chi-Square X2= 69.514, p < 0.000**).
Conclusions
Our study showed that there was a serious knowledge gap on ADHD among Taif female primary schoolteachers. Therefore, it is strongly recommended to boost teachers' knowledge of ADHD, especially at government schools, through conducting training courses, distributing leaflets intended to address ADHD, and launching awareness campaigns through the media, including social media, television, and radio. It is also recommended that education faculty curricula should include more information on ADHD.
Keywords
female teachers, saudi arabia, primary schools, misconceptions, knowledge, attitude, awareness, attention-deficit/hyperactivity disorderCitation
[research_citation style="APA" pubtype="journal" authors="Razan H Alzahrani,Nesrin K Abd El-Fatah," year="2023" title="Factors Affecting Knowledge of Attention-Deficit Hyperactivity Disorder Among Female Primary Schoolteachers in Taif City, Saudi Arabia" volume="15" issue="6" journal="Cureus" shortjournal="Cureus" startpage="40057" endpage="" articlenum="" doi="10.7759/cureus.40057"]Link to this page: https://res.adhd.org.sa/doi/10.7759/cureus.40057
Awareness and Attitudes
Factors Affecting Knowledge of Attention-Deficit Hyperactivity Disorder Among Female Primary Schoolteachers in Taif City, Saudi Arabia
- Razan H Alzahrani
- Nesrin K Abd El-Fatah
Cureus
10.7759/cureus.40057Abstract
Background
Attention-deficit hyperactivity disorder (ADHD) is a public health challenge because it may contribute to academic and psychological difficulties among school children. Though ADHD is a common problem, Taif teachers' knowledge of the disease has never been assessed. Therefore, this study aimed to determine factors that influence ADHD knowledge among female primary schoolteachers in Taif City, Saudi Arabia.
Methods
This cross-sectional study was conducted on 359 female schoolteachers recruited by stratified random sampling. Participants self-reported demographic and personal data and completed the validated Arabic version of the knowledge of ADHD scale and teacher’s attitude toward ADHD questionnaires.
Results
In Taif, it was determined that 96.4% of female primary schoolteachers had insufficient knowledge of ADHD, notably with nature, causes, consequences, and treatment knowledge. In contrast, 40% had adequate knowledge of the condition's symptoms and diagnosis, and 97.5% exhibited a favorable attitude. There is significantly higher knowledge among private schoolteachers, those who freshly graduated, specialize in learning difficulties, who attended any course/training about ADHD, and whoever taught ADHD children. There was a significant positive weak correlation between teachers’ knowledge of ADHD and their attitude. Regression analysis revealed that female schoolteachers specialized in learning difficulties show significantly higher knowledge scores, teachers who never taught an ADHD child had a reduction of 94.6 % in ADHD knowledge, and any increase in the number of ADHD children teachers teaches has significantly increased teachers’ knowledge (Overall Model: Chi-Square X2= 69.514, p < 0.000**).
Conclusions
Our study showed that there was a serious knowledge gap on ADHD among Taif female primary schoolteachers. Therefore, it is strongly recommended to boost teachers' knowledge of ADHD, especially at government schools, through conducting training courses, distributing leaflets intended to address ADHD, and launching awareness campaigns through the media, including social media, television, and radio. It is also recommended that education faculty curricula should include more information on ADHD.
Keywords
female teachers, saudi arabia, primary schools, misconceptions, knowledge, attitude, awareness, attention-deficit/hyperactivity disorderCitation
[research_citation style="APA" pubtype="journal" authors="Razan H Alzahrani,Nesrin K Abd El-Fatah," year="2023" title="Factors Affecting Knowledge of Attention-Deficit Hyperactivity Disorder Among Female Primary Schoolteachers in Taif City, Saudi Arabia" volume="15" issue="6" journal="Cureus" shortjournal="Cureus" startpage="40057" endpage="" articlenum="" doi="10.7759/cureus.40057"]Link to this page: https://res.adhd.org.sa/doi/10.7759/cureus.40057
Diagnosis
Factors Affecting Knowledge of Attention-Deficit Hyperactivity Disorder Among Female Primary Schoolteachers in Taif City, Saudi Arabia
- Razan H Alzahrani
- Nesrin K Abd El-Fatah
Cureus
10.7759/cureus.40057Abstract
Background
Attention-deficit hyperactivity disorder (ADHD) is a public health challenge because it may contribute to academic and psychological difficulties among school children. Though ADHD is a common problem, Taif teachers' knowledge of the disease has never been assessed. Therefore, this study aimed to determine factors that influence ADHD knowledge among female primary schoolteachers in Taif City, Saudi Arabia.
Methods
This cross-sectional study was conducted on 359 female schoolteachers recruited by stratified random sampling. Participants self-reported demographic and personal data and completed the validated Arabic version of the knowledge of ADHD scale and teacher’s attitude toward ADHD questionnaires.
Results
In Taif, it was determined that 96.4% of female primary schoolteachers had insufficient knowledge of ADHD, notably with nature, causes, consequences, and treatment knowledge. In contrast, 40% had adequate knowledge of the condition's symptoms and diagnosis, and 97.5% exhibited a favorable attitude. There is significantly higher knowledge among private schoolteachers, those who freshly graduated, specialize in learning difficulties, who attended any course/training about ADHD, and whoever taught ADHD children. There was a significant positive weak correlation between teachers’ knowledge of ADHD and their attitude. Regression analysis revealed that female schoolteachers specialized in learning difficulties show significantly higher knowledge scores, teachers who never taught an ADHD child had a reduction of 94.6 % in ADHD knowledge, and any increase in the number of ADHD children teachers teaches has significantly increased teachers’ knowledge (Overall Model: Chi-Square X2= 69.514, p < 0.000**).
Conclusions
Our study showed that there was a serious knowledge gap on ADHD among Taif female primary schoolteachers. Therefore, it is strongly recommended to boost teachers' knowledge of ADHD, especially at government schools, through conducting training courses, distributing leaflets intended to address ADHD, and launching awareness campaigns through the media, including social media, television, and radio. It is also recommended that education faculty curricula should include more information on ADHD.
Keywords
female teachers, saudi arabia, primary schools, misconceptions, knowledge, attitude, awareness, attention-deficit/hyperactivity disorderCitation
[research_citation style="APA" pubtype="journal" authors="Razan H Alzahrani,Nesrin K Abd El-Fatah," year="2023" title="Factors Affecting Knowledge of Attention-Deficit Hyperactivity Disorder Among Female Primary Schoolteachers in Taif City, Saudi Arabia" volume="15" issue="6" journal="Cureus" shortjournal="Cureus" startpage="40057" endpage="" articlenum="" doi="10.7759/cureus.40057"]Link to this page: https://res.adhd.org.sa/doi/10.7759/cureus.40057
Language & Communication
Factors Affecting Knowledge of Attention-Deficit Hyperactivity Disorder Among Female Primary Schoolteachers in Taif City, Saudi Arabia
- Razan H Alzahrani
- Nesrin K Abd El-Fatah
Cureus
10.7759/cureus.40057Abstract
Background
Attention-deficit hyperactivity disorder (ADHD) is a public health challenge because it may contribute to academic and psychological difficulties among school children. Though ADHD is a common problem, Taif teachers' knowledge of the disease has never been assessed. Therefore, this study aimed to determine factors that influence ADHD knowledge among female primary schoolteachers in Taif City, Saudi Arabia.
Methods
This cross-sectional study was conducted on 359 female schoolteachers recruited by stratified random sampling. Participants self-reported demographic and personal data and completed the validated Arabic version of the knowledge of ADHD scale and teacher’s attitude toward ADHD questionnaires.
Results
In Taif, it was determined that 96.4% of female primary schoolteachers had insufficient knowledge of ADHD, notably with nature, causes, consequences, and treatment knowledge. In contrast, 40% had adequate knowledge of the condition's symptoms and diagnosis, and 97.5% exhibited a favorable attitude. There is significantly higher knowledge among private schoolteachers, those who freshly graduated, specialize in learning difficulties, who attended any course/training about ADHD, and whoever taught ADHD children. There was a significant positive weak correlation between teachers’ knowledge of ADHD and their attitude. Regression analysis revealed that female schoolteachers specialized in learning difficulties show significantly higher knowledge scores, teachers who never taught an ADHD child had a reduction of 94.6 % in ADHD knowledge, and any increase in the number of ADHD children teachers teaches has significantly increased teachers’ knowledge (Overall Model: Chi-Square X2= 69.514, p < 0.000**).
Conclusions
Our study showed that there was a serious knowledge gap on ADHD among Taif female primary schoolteachers. Therefore, it is strongly recommended to boost teachers' knowledge of ADHD, especially at government schools, through conducting training courses, distributing leaflets intended to address ADHD, and launching awareness campaigns through the media, including social media, television, and radio. It is also recommended that education faculty curricula should include more information on ADHD.
Keywords
female teachers, saudi arabia, primary schools, misconceptions, knowledge, attitude, awareness, attention-deficit/hyperactivity disorderCitation
[research_citation style="APA" pubtype="journal" authors="Razan H Alzahrani,Nesrin K Abd El-Fatah," year="2023" title="Factors Affecting Knowledge of Attention-Deficit Hyperactivity Disorder Among Female Primary Schoolteachers in Taif City, Saudi Arabia" volume="15" issue="6" journal="Cureus" shortjournal="Cureus" startpage="40057" endpage="" articlenum="" doi="10.7759/cureus.40057"]Link to this page: https://res.adhd.org.sa/doi/10.7759/cureus.40057