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Primary schoolteachers in India demonstrate low levels of ADHD knowledge, with school area and average class strength serving as significant predictors of their mental health literacy. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

July 4, 2026Open Access

What Predicts Attention-Deficit/Hyperactivity Disorder Literacy in Primary Schoolteachers?

Key Points

This study aims to assess the mental health literacy (MHL) of primary schoolteachers regarding ADHD and identify its predictors.
Conducted a cross-sectional study among 303 primary schoolteachers in Thiruvananthapuram, India.
Utilized stratified cluster sampling and collected data via a semi-structured validated questionnaire and Knowledge of Attention Deficit Disorder Scale (KADDS).
Analyzed data using descriptive statistics and binomial logistic regression to identify predictors of MHL.
98.7% of teachers demonstrated low knowledge about ADHD.
Significant associations were found between knowledge scores and socio-demographic factors, including marital status (P=0.01) and type of school (P<0.001).
School area (AOR: 3.40, 95% CI: 1.22-9.44) and average class strength (AOR: 2.38, 95% CI: 1.37-4.15) were significant predictors of MHL.

Abstract

BACKGROUND: Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition affecting children's learning and behaviour. Teachers play a pivotal role in early identification, yet little is known about factors predicting their ADHD literacy in India. AIMS: This study was conducted to evaluate the Mental Health Literacy (MHL) of primary schoolteachers regarding ADHD and to identify the predictors of MHL among teachers. METHODS: A cross-sectional, quantitative study was conducted among 303 primary schoolteachers. The study period was from December 2023 to June 2024. The study was conducted in Varkala and Attingal educational subdistricts of Thiruvananthapuram district. There are a total of 110 schools in both Attingal and Varkala subdistrict. A stratified cluster sampling technique was used to recruit the participants. Data were collected using a semi-structured validated questionnaire. Furthermore, the Knowledge of Attention Deficit Disorder Scale (KADDSs) was used. Descriptive and inferential statistics were used to assess knowledge and compare across socio-demographic characteristics. Binomial logistic regression was used to identify the predictors of MHL. RESULTS: The majority of participants (56.8%) were in the age group of 35-50 years, with 94.4% being female. Most teachers (38%) had more than 10 years of teaching experience. The study found that 98.7% of teachers had a low level of knowledge related to ADHD. The mean knowledge scores showed significant association with socio-demographic characteristics such as marital status ( P = 0.01), status of work ( P = 0.004), type of school ( P < 0.001), teaching hours per week ( P = 0.005), medium of instruction ( P = 0.03) and average class strength ( P < 0.001). The school area and average class strength were significant predictors influencing the MHL of teachers (adjusted odds ratio AOR: 3.40, 95% confidence interval CI: 1.22-9.44; AOR = 2.38, 95% CI: 1.37-4.15, respectively). CONCLUSION: Findings show that most teachers have low ADHD knowledge, influenced by socio-demographic factors, with school area and class strength significantly predicting MHL. This highlights the need for targeted training to improve teachers' ability to support students with ADHD.

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