KNOWLEDGE AND ATTITUDE OF ATTENTION DEFICIT HYPERACTIVITY DISORDER AMONG PRIMARY SCHOOL TEACHERS IN OREDO LOCAL GOVERNMENT AREA, BENIN CITY

BACKGROUND: Attention Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with functioning and development. In Nigeria, ADHD remains largely underdiagnosed and poorly understood, particularly among primary school teachers who serve as frontline identifiers of the condition. Children with ADHD in Nigerian classrooms are often mislabelled as stubborn, lazy, or poorly disciplined due to low teacher awareness and inadequate training on neurodevelopmental disorders. This study assessed the knowledge, attitudes, and classroom management practices regarding ADHD among primary school teachers in the Oredo Local Government Area, Benin City, to identify gaps in understanding and the factors influencing teachers' attitudes and practices. It further explores the impact of these factors on classroom identification and support for children with ADHD. The findings from this research will help develop targeted training approaches to raise awareness, reduce stigma, and improve educational outcomes for children with ADHD in primary schools. METHODS: A descriptive cross-sectional study was conducted among 435 primary school teachers in Oredo Local Government Area, Benin City, who were selected using a multistage sampling technique. Data were collected via structured self-administered questionnaires adapted from the Knowledge of Attention Deficit Disorders Scale (KADDS), the ADHD Specific Attitudes Scale (SASA), and the Behaviour and Instructional Management Scale (BIMS). IBM SPSS version 27.0 was used for data analysis. Descriptive data were expressed as frequencies, percentages, means, and standard deviation. Associations between socio demographic factors and knowledge, attitudes, and classroom management practices were analyzed using the chi-square test and logistic regression. The level of significance was set at p <0.05 at 95% confidence interval. Results were presented in prose, tables, and bar charts. RESULTS: The mean age of respondents was 38.72 ± 8.43 years. The majority 296 (68.0%) were female, and most identified as Benin 203 (46.7%). A significant portion 384 (88.3%) were Christians, and 217 (49.9%) held Nigeria Certificate in Education as their highest qualification. Most teachers, 241 (55.4%), worked in public schools, and 165 (37.9%) had 11 to 20 years of teaching experience. Knowledge assessment revealed that only 62 (14.3%) of teachers displayed adequate knowledge of ADHD, while 296 (68.0%) had low knowledge, particularly in the domains of symptoms, diagnosis, causes, and outcomes. Regarding attitudes, 255 (58.6%) held positive attitudes toward ADHD, though only 52 (11.9%) felt capable of effectively teaching students with ADHD behaviours. Classroom management practices showed that 359 (82.5%) demonstrated high adoption of general management strategies, yet all 435 (100%) teachers reported having no access to school counsellors or special education professionals. Nearly all teachers 431 (99.1%) expressed a strong desire for more training on ADHD. Significant associations were observed between knowledge and school type (p = 0.039), attitude and age group (p = 0.025), as well as attitude and school type (p < 0.001). Teachers with education-based qualifications were 4.2 times more likely to adopt evidence-based management strategies (OR = 4.189, p < 0.001). CONCLUSION: The study demonstrated that more than two-thirds of primary school teachers had poor knowledge of ADHD, with factors such as school type, age, and qualification type playing significant roles. The study also revealed that while a slight majority held positive attitudes toward ADHD, only a small minority felt confident in teaching students with the condition. This study highlights significant gaps in teachers' knowledge and self-efficacy regarding ADHD, with important implications for classroom identification and support. Addressing these challenges through mandatory ADHD training in teacher education, in-service workshops, and deployment of school counsellors is essential to improve early identification and educational outcomes for children with ADHD in Benin City.