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Background: Attention deficit hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder. Educators play a crucial role in identifying and referring children with ADHD symptoms and integrating them into academic settings. It is important that educators have a positive attitude and adequate knowledge of the condition. This study investigated educators’ knowledge and attitudes towards children with ADHD. Methods: This cross-sectional analytical study was conducted at mainstream private and public schools in the Tshwane district, Gauteng, South Africa. One hundred educators, comprising 63 from public and 37 from private schools, participated in the study. Each participant completed a modified demographic questionnaire and the ADHD-specific Knowledge and Attitudes of Educators scale, which included the Scale for ADHD-Specific Knowledge (SASK) and the Scale of ADHD-Specific Attitude. Results: Educators had a high level of knowledge of ADHD (mean SASK score = 70%). Private school educators demonstrated significantly higher knowledge (median SASK score = 75%) than public school educators (median SASK score = 65%). Attitudes towards ADHD-associated behaviours were unfavourable. Attitude did not correlate with knowledge (p = 0.57) or teaching experience (p = 0.21), nor did it differ between public and private school educators (p = 0.62). Conclusion: In this study, educators had adequate knowledge of ADHD and acknowledged it as a valid diagnosis. Despite this, they reported negative personal experiences and challenges in managing ADHD-type behaviours in the classroom. Educators remained committed to supporting learners and highlighted a critical need for effective classroom management strategies and training. Contribution: This study offers actionable insights for improving support for learners with ADHD and their educators.
Mello et al. (Tue,) studied this question.