Sick kids, smart teachers: a cross-sectional study on teachers’ knowledge of pediatric neurological diseases in Saudi Arabia

Ehssan Ashraf Basha; Ghalyah Mansour Aljowaie; Amjad Aldrees; Hamad Alkhalaf

doi:10.18203/2349-3291.ijcp20251855

Authors

Ehssan Ashraf Basha College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
Ghalyah Mansour Aljowaie College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
Amjad Aldrees College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia; Department of Pediatrics, King Abdullah Specialized Children's Hospital, Ministry of The National Guard-Health Affairs, Riyadh, Saudi Arabia
Hamad Alkhalaf College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia; Department of Pediatrics, King Abdullah Specialized Children's Hospital, Ministry of The National Guard-Health Affairs, Riyadh, Saudi Arabia

DOI:

https://doi.org/10.18203/2349-3291.ijcp20251855

Keywords:

Neurodevelopmental diseases, Educational support, Teacher training, Teacher knowledge, Chronic illnesses, Neurological disorders, Epilepsy, School management strategies

Abstract

Background: Recent medical advancements have decreased absenteeism in children with chronic illnesses, emphasizing the importance of inclusive education. Epilepsy remains a common neurological disorder worldwide, yet many teachers lack the training to manage it and other neurodevelopmental disorders such as attention deficit-hyperactivity disorder (ADHD) and Autism spectrum disorder (ASD). ADHD is prevalent among school-aged children, with studies in Riyadh and Madina showing limited teacher awareness. Similarly, increasing ASD diagnoses underscore the need for enhanced educator preparedness. This study assesses the knowledge of teachers in Riyadh regarding the management of common pediatric neurodevelopmental conditions in school environments.

Methods: A cross-sectional analytical design was used. A self-administered questionnaire was distributed to 369 teachers across various schools. It comprised two sections: demographic data and assessment of knowledge regarding epilepsy, ASD, and ADHD. Questions covered disease definitions, symptoms, educational impact, school strategies, and management practices.

Results: Among the 369 teachers, gender distribution was nearly equal. Most worked in private schools (56.9%). While 77.5% correctly identified epilepsy and 86.7% recognized its symptoms, only 54.2% felt confident managing it. Knowledge of ASD and ADHD was moderate (65% and 70.7%, respectively). The average knowledge score was 12.66/19, with 57.7% scoring above average. Male teachers showed slightly better overall knowledge, though teaching experience and school type were not significant predictors.

Conclusions: Teachers in Saudi Arabia demonstrate basic knowledge of epilepsy, ADHD, and ASD, but notable knowledge gaps remain, especially in daily management. Targeted training is crucial to enable effective educational support for children with chronic neurodevelopmental disorders.

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