author(s)
Aditi Kachroo and Sain Priya

abstract
Background: ADHD is among the most frequently reported behavioral disorders in children younger than 12 years, with a global prevalence estimated between 3% and 10%. The study aimed to evaluate primary school teachers’ baseline knowledge of ADHD, determine the impact of an informational booklet on improving their understanding, and examine whether pre and post-intervention knowledge levels were associated with selected socio-demographic variables. A quantitative approach was adopted, employing a one-group pre-test/post-test pre-experimental design. Using a non-probability convenience sampling method, 80 primary school teachers were recruited. Knowledge levels were measured using a self-developed questionnaire. Results revealed that, prior to the intervention, most participants (63.8%) demonstrated inadequate knowledge of ADHD, while 35% showed moderate knowledge and only 1.3% displayed adequate understanding. Following the intervention, 55% of participants achieved adequate knowledge and 45% demonstrated moderate knowledge, with none remaining in the inadequate category. The mean post-test score (15.78±2.025) was notably higher than the mean pre-test score (9.73±2.714). Overall, the study concluded that primary school teachers initially possessed limited awareness of ADHD, and the informational booklet effectively enhanced their knowledge.