Primary school teacher knowledge of Attention-Deficit/Hyperactivity Disorder in Hong Kong

Objective: Symptoms of Attention Deficit Hyperactivity Disorder (ADHD) have different negative impacts on children; for example, they have difficulty paying attention and sitting still for auditory learning in classroom. Teachers are expected to play an active role in identification of and intervention implementation for their students with ADHD. In this study, teachers' knowledge of ADHD and its relationship with the Basic, Advance, and Thematic (BAT) courses offered by the Hong Kong Education Bureau and demographics were assessed. The participants were local Chinese primary school teachers working in government or government subsidized schools. Method: Fifty local Chinese primary school teachers currently teaching at either government or government subsidized schools in Hong Kong completed the Knowledge of Attention Deficit Disorders Scale (KADDS) questionnaire and a brief demographic questionnaire. One-way analysis of variance was used to investigate the variances among each of the independent and dependent variables. Correlations between dependent variables, scores of KADDS and its subscales, attendance at BAT courses, and demographics were examined. Results: Participants demonstrated inadequate knowledge of ADHD. They were able to recognize symptoms of ADHD slightly better than they were able to demonstrate knowledge of general information about and treatment of ADHD. Participants' knowledge of ADHD was not correlated with their attending BAT courses or demographic information. Less than fifty percent of participants had attended the BAT courses. Participants' age and experiences in employing methods for supporting students with ADHD were found to be correlated with attending BAT courses. Conclusions: Regardless of the offering of BAT courses and workshops and other demographic factors, primary school teachers in Hong Kong had inadequate knowledge of ADHD. These findings highlight the need to enhance professional training of ADHD for teachers.