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
The Efficacy of Educational Interventions in Improving School Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder
- Ebtihal E Eltyeb
- Gassem A Gohal
- Nirmin H Alhazmi
- Sulaiman Hamdi
- Layla H Al Khairat
Cureus
10.7759/cureus.44509Abstract
Background: Well-trained primary school teachers should be competent in recognizing attention deficit hyperactivity disorder (ADHD) in students and be able to assist in providing care and support.
Objectives: This study intends to assess primary school teachers' knowledge of ADHD and evaluate the effectiveness of a short-term educational intervention.
Methods: A quasi-experimental quantitative study was conducted among primary school teachers in Jazan, Saudi Arabia. A two-hour educational intervention was designed and run in six schools using a specific knowledge rating scale before and after the application of the intervention.
Results: A total of 150 primary school teachers were included in this study, of which 64% were males, 51.3% were in the age group of 40-49 years, and 28% had teaching experience of more than 20 years. Regarding ADHD knowledge, the pre-intervention knowledge of the general criteria, symptoms and diagnosis, and treatment was considered adequate in 3.3%, 16.7%, and 2.7% of the participants, respectively, which improved post-intervention to 22%, 54.7%, and 19.3%, respectively. There was a significant association between the pre-intervention knowledge of the general criteria and the gender and between the knowledge of symptoms and diagnosis and the attendance of ADHD workshop by the participants. Also, there was a significant association between the participants' age, residence experience, attendance of ADHD workshops, and the general criteria and treatment domains.
Conclusions: Most primary school teachers in Jazan have insufficient knowledge of ADHD. Using a knowledge improvement intervention can substantially improve the teachers’ knowledge. Therefore, it is necessary to incorporate thoughtful knowledge improvement programs into the educational curricula for teachers.
Keywords
attention deficit hyperactivity disorder (adhd), teachers, saudi, knowledge, educational intervention, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Ebtihal E Eltyeb,Gassem A Gohal,Nirmin H Alhazmi,Sulaiman Hamdi,Layla H Al Khairat," year="2023" title="The Efficacy of Educational Interventions in Improving School Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder" volume="15" issue="9" journal="Cureus" shortjournal="Cureus" startpage="44509" endpage="" articlenum="" doi="10.7759/cureus.44509"]Link to this page: https://res.adhd.org.sa/doi/10.7759/cureus.44509
Prevalence
The Efficacy of Educational Interventions in Improving School Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder
- Ebtihal E Eltyeb
- Gassem A Gohal
- Nirmin H Alhazmi
- Sulaiman Hamdi
- Layla H Al Khairat
Cureus
10.7759/cureus.44509Abstract
Background: Well-trained primary school teachers should be competent in recognizing attention deficit hyperactivity disorder (ADHD) in students and be able to assist in providing care and support.
Objectives: This study intends to assess primary school teachers' knowledge of ADHD and evaluate the effectiveness of a short-term educational intervention.
Methods: A quasi-experimental quantitative study was conducted among primary school teachers in Jazan, Saudi Arabia. A two-hour educational intervention was designed and run in six schools using a specific knowledge rating scale before and after the application of the intervention.
Results: A total of 150 primary school teachers were included in this study, of which 64% were males, 51.3% were in the age group of 40-49 years, and 28% had teaching experience of more than 20 years. Regarding ADHD knowledge, the pre-intervention knowledge of the general criteria, symptoms and diagnosis, and treatment was considered adequate in 3.3%, 16.7%, and 2.7% of the participants, respectively, which improved post-intervention to 22%, 54.7%, and 19.3%, respectively. There was a significant association between the pre-intervention knowledge of the general criteria and the gender and between the knowledge of symptoms and diagnosis and the attendance of ADHD workshop by the participants. Also, there was a significant association between the participants' age, residence experience, attendance of ADHD workshops, and the general criteria and treatment domains.
Conclusions: Most primary school teachers in Jazan have insufficient knowledge of ADHD. Using a knowledge improvement intervention can substantially improve the teachers’ knowledge. Therefore, it is necessary to incorporate thoughtful knowledge improvement programs into the educational curricula for teachers.
Keywords
attention deficit hyperactivity disorder (adhd), teachers, saudi, knowledge, educational intervention, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Ebtihal E Eltyeb,Gassem A Gohal,Nirmin H Alhazmi,Sulaiman Hamdi,Layla H Al Khairat," year="2023" title="The Efficacy of Educational Interventions in Improving School Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder" volume="15" issue="9" journal="Cureus" shortjournal="Cureus" startpage="44509" endpage="" articlenum="" doi="10.7759/cureus.44509"]Link to this page: https://res.adhd.org.sa/doi/10.7759/cureus.44509
Awareness and Attitudes
The Efficacy of Educational Interventions in Improving School Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder
- Ebtihal E Eltyeb
- Gassem A Gohal
- Nirmin H Alhazmi
- Sulaiman Hamdi
- Layla H Al Khairat
Cureus
10.7759/cureus.44509Abstract
Background: Well-trained primary school teachers should be competent in recognizing attention deficit hyperactivity disorder (ADHD) in students and be able to assist in providing care and support.
Objectives: This study intends to assess primary school teachers' knowledge of ADHD and evaluate the effectiveness of a short-term educational intervention.
Methods: A quasi-experimental quantitative study was conducted among primary school teachers in Jazan, Saudi Arabia. A two-hour educational intervention was designed and run in six schools using a specific knowledge rating scale before and after the application of the intervention.
Results: A total of 150 primary school teachers were included in this study, of which 64% were males, 51.3% were in the age group of 40-49 years, and 28% had teaching experience of more than 20 years. Regarding ADHD knowledge, the pre-intervention knowledge of the general criteria, symptoms and diagnosis, and treatment was considered adequate in 3.3%, 16.7%, and 2.7% of the participants, respectively, which improved post-intervention to 22%, 54.7%, and 19.3%, respectively. There was a significant association between the pre-intervention knowledge of the general criteria and the gender and between the knowledge of symptoms and diagnosis and the attendance of ADHD workshop by the participants. Also, there was a significant association between the participants' age, residence experience, attendance of ADHD workshops, and the general criteria and treatment domains.
Conclusions: Most primary school teachers in Jazan have insufficient knowledge of ADHD. Using a knowledge improvement intervention can substantially improve the teachers’ knowledge. Therefore, it is necessary to incorporate thoughtful knowledge improvement programs into the educational curricula for teachers.
Keywords
attention deficit hyperactivity disorder (adhd), teachers, saudi, knowledge, educational intervention, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Ebtihal E Eltyeb,Gassem A Gohal,Nirmin H Alhazmi,Sulaiman Hamdi,Layla H Al Khairat," year="2023" title="The Efficacy of Educational Interventions in Improving School Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder" volume="15" issue="9" journal="Cureus" shortjournal="Cureus" startpage="44509" endpage="" articlenum="" doi="10.7759/cureus.44509"]Link to this page: https://res.adhd.org.sa/doi/10.7759/cureus.44509
Diagnosis
The Efficacy of Educational Interventions in Improving School Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder
- Ebtihal E Eltyeb
- Gassem A Gohal
- Nirmin H Alhazmi
- Sulaiman Hamdi
- Layla H Al Khairat
Cureus
10.7759/cureus.44509Abstract
Background: Well-trained primary school teachers should be competent in recognizing attention deficit hyperactivity disorder (ADHD) in students and be able to assist in providing care and support.
Objectives: This study intends to assess primary school teachers' knowledge of ADHD and evaluate the effectiveness of a short-term educational intervention.
Methods: A quasi-experimental quantitative study was conducted among primary school teachers in Jazan, Saudi Arabia. A two-hour educational intervention was designed and run in six schools using a specific knowledge rating scale before and after the application of the intervention.
Results: A total of 150 primary school teachers were included in this study, of which 64% were males, 51.3% were in the age group of 40-49 years, and 28% had teaching experience of more than 20 years. Regarding ADHD knowledge, the pre-intervention knowledge of the general criteria, symptoms and diagnosis, and treatment was considered adequate in 3.3%, 16.7%, and 2.7% of the participants, respectively, which improved post-intervention to 22%, 54.7%, and 19.3%, respectively. There was a significant association between the pre-intervention knowledge of the general criteria and the gender and between the knowledge of symptoms and diagnosis and the attendance of ADHD workshop by the participants. Also, there was a significant association between the participants' age, residence experience, attendance of ADHD workshops, and the general criteria and treatment domains.
Conclusions: Most primary school teachers in Jazan have insufficient knowledge of ADHD. Using a knowledge improvement intervention can substantially improve the teachers’ knowledge. Therefore, it is necessary to incorporate thoughtful knowledge improvement programs into the educational curricula for teachers.
Keywords
attention deficit hyperactivity disorder (adhd), teachers, saudi, knowledge, educational intervention, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Ebtihal E Eltyeb,Gassem A Gohal,Nirmin H Alhazmi,Sulaiman Hamdi,Layla H Al Khairat," year="2023" title="The Efficacy of Educational Interventions in Improving School Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder" volume="15" issue="9" journal="Cureus" shortjournal="Cureus" startpage="44509" endpage="" articlenum="" doi="10.7759/cureus.44509"]Link to this page: https://res.adhd.org.sa/doi/10.7759/cureus.44509
Language & Communication
The Efficacy of Educational Interventions in Improving School Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder
- Ebtihal E Eltyeb
- Gassem A Gohal
- Nirmin H Alhazmi
- Sulaiman Hamdi
- Layla H Al Khairat
Cureus
10.7759/cureus.44509Abstract
Background: Well-trained primary school teachers should be competent in recognizing attention deficit hyperactivity disorder (ADHD) in students and be able to assist in providing care and support.
Objectives: This study intends to assess primary school teachers' knowledge of ADHD and evaluate the effectiveness of a short-term educational intervention.
Methods: A quasi-experimental quantitative study was conducted among primary school teachers in Jazan, Saudi Arabia. A two-hour educational intervention was designed and run in six schools using a specific knowledge rating scale before and after the application of the intervention.
Results: A total of 150 primary school teachers were included in this study, of which 64% were males, 51.3% were in the age group of 40-49 years, and 28% had teaching experience of more than 20 years. Regarding ADHD knowledge, the pre-intervention knowledge of the general criteria, symptoms and diagnosis, and treatment was considered adequate in 3.3%, 16.7%, and 2.7% of the participants, respectively, which improved post-intervention to 22%, 54.7%, and 19.3%, respectively. There was a significant association between the pre-intervention knowledge of the general criteria and the gender and between the knowledge of symptoms and diagnosis and the attendance of ADHD workshop by the participants. Also, there was a significant association between the participants' age, residence experience, attendance of ADHD workshops, and the general criteria and treatment domains.
Conclusions: Most primary school teachers in Jazan have insufficient knowledge of ADHD. Using a knowledge improvement intervention can substantially improve the teachers’ knowledge. Therefore, it is necessary to incorporate thoughtful knowledge improvement programs into the educational curricula for teachers.
Keywords
attention deficit hyperactivity disorder (adhd), teachers, saudi, knowledge, educational intervention, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Ebtihal E Eltyeb,Gassem A Gohal,Nirmin H Alhazmi,Sulaiman Hamdi,Layla H Al Khairat," year="2023" title="The Efficacy of Educational Interventions in Improving School Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder" volume="15" issue="9" journal="Cureus" shortjournal="Cureus" startpage="44509" endpage="" articlenum="" doi="10.7759/cureus.44509"]Link to this page: https://res.adhd.org.sa/doi/10.7759/cureus.44509