Teachers’ Knowledge of ADHD and Its Background Variables: A Questionnaire-Based Study in Hungary

Key Points

Knowledge level of ADHD among teachers was found to be 62.5%, indicating moderate understanding.
Attendance at ADHD training significantly correlates with better knowledge of ADHD among teachers.
A family history of ADHD is another important factor affecting teacher knowledge.
Statistical correlation analyses were performed using the KADDS scale and background questionnaires.

Abstract

ADHD is among the most frequently diagnosed child psychiatric condition. Teachers play an important role in identifying ADHD and providing appropriate education for children with ADHD. The KADDS scale is a tool commonly used to measure teachers’ knowledge of ADHD. Using the KADDS scale and a background questionnaire, we conducted a survey of a sample of Hungarian teachers (n=158). Results reveal that our sample’s general level of knowledge is 62.5%. Our statistical correlation analyses show that the two most important background factors that affect the level of knowledge are attendance at ADHD training and a family member or close relative diagnosed with ADHD. Article history: Received 2025 October 11; Revised 2025 November 20; Accepted 2025 December 10;Available online 2026 January 30; Available print 2025 January 30

Teachers’ Knowledge of ADHD and Its Background Variables: A Questionnaire-Based Study in Hungary

Key Points

Abstract

Cite This Study