A Comparative Study on the Effectiveness of Educational Intervention in Enhancing Knowledge, Attitude, and Practices regarding Attention-Deficit Hyperactivity Disorder among School Teachers and Parents in a Metropolitan City

Abstract

Background: Attention-deficit hyperactivity disorder (ADHD) is a common neurodevelopmental condition in children that can adversely influence their academic achievements and social interactions. Early detection and effective management largely depend on the awareness and involvement of both educators and parents. This study aimed to evaluate and compare the impact of an educational program on the knowledge, attitudes, and practices (KAP) regarding ADHD among schoolteachers and parents.

Materials and Methods: A quasi-experimental approach was adopted with assessments conducted before and after the intervention. The study involved 120 participants – 60 school teachers and 60 parents – selected through purposive sampling from schools in a metropolitan area. A validated semi-structured questionnaire was utilized to measure participants’ KAP levels pre- and post-intervention.

Results: Following the educational program, both groups showed statistically significant improvements in their KAP (P < 0.05). Teachers had a higher baseline knowledge compared to parents, but the intervention proved effective across both groups. In addition, strong positive correlations were identified among KAP scores.

Conclusion: The findings suggest that targeted educational initiatives can effectively improve ADHD-related awareness and behavior among parents and teachers. Integrating such interventions into teacher development programs and parent workshops is highly recommended.