Knowledge of and Attitude towards Attention-Deficit Hyperactivity Disorder among Primary School Teachers in Jordan

International studies have revealed variable levels of knowledge and attitudes among teachers regarding attention-deficit hyperactivity disorder (ADHD). This study investigated Jordanian teachers' ADHD knowledge and their attitudes towards children with this condition. A standardised self-report questionnaire was completed by a convenience sample of 130 teachers recruited from 13 primary schools in Zarqa city, Jordan. Findings revealed a gap in teachers' knowledge that extended across all aspects of ADHD causes and management. Teachers' attitude towards children with ADHD was also lower than expected, where many misconceptions about the causes and management of ADHD have emerged. The lack of pre-service teachers' training on ADHD, the dearth of studies on the condition, and the almost absent formal and informal support of children with ADHD have contributed to these results. The findings stress the need for implementing special programmes targeting school teachers and reforming pre-service teachers' training to meet the needs of children with ADHD.