Teacher preparedness regarding autism spectrum disorder in the Jazan region, Saudi Arabia: a cross-sectional study

Background Autism spectrum disorder (ASD) is a multifaceted neurodevelopmental condition marked by distinct behavioral patterns, impaired social interaction, and communication challenges. Early recognition and appropriate intervention are pivotal for improving outcomes. This study aims to comprehensively evaluate the understanding, attitudes, and teaching methodologies of kindergarten and primary school teachers in the Jazan region, Kingdom of Saudi Arabia, regarding children with ASD. Methodology A cross-sectional study was conducted using a multistage cluster random sampling technique. An interview-based questionnaire was administered to kindergarten and primary school teachers in the Jazan region. The target sample size was 800 teachers. Results Among the 870 participating teachers, 87.8% reported lacking prior training on effectively addressing the needs of children with ASD. However, 74.8% demonstrated substantial understanding of the social communication difficulties faced by autistic children, and 76.2% were aware of the attention-related challenges these children encounter. Additionally, 77.7% of participants recognized the pivotal role of open communication between teachers and families in facilitating quality educational experiences and enhancing academic outcomes for students with ASD. Conclusion The study highlights the critical need for targeted training programs to equip teachers with essential skills for supporting students with ASD. These findings underscore the importance of policy interventions to ensure adequate resources and expertise for effectively accommodating the unique needs of students with ASD in mainstream schools.