Author(s): Priyanka Chadda, Mercy Madanlal, Paramjeet Kaur, Parminder Kaur, Parneet Kaur, Prabhjot Kaur and Priyanka

Abstract: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common mental disorders that develop in children and becomes apparent in the pre-school and early school years. According to WHO 2020, childhood neuropsychiatric disorders will increase by more than 50% internationally to become one of the five most common causes of morbidity and disability among children. ADHD is becoming a serious public health problem affecting a large number of children and adults. Generally in developing countries more and more children are brought into every section of the school in which 15-20% of students who are not able to maintain satisfactory collateral progress and lack of ability to successfully navigate the educational system cause serious problems for children and their parents. A child’s academic success is often dependent on his or her ability to attend to tasks, and to teacher and to teacher and to fulfill classroom expectation with minimal distraction. Such skill enables a child to study well. This study helps to evaluate the knowledge regarding ADHD in children among primary school teachers in district Sri Muktsar Sahib, Punjab. Aim of the study: 1) To assess the level of knowledge of primary school teachers about attention deficit hyperactivity disorder. 2) To improve the knowledge about Attention Deficit Hyperactivity Disorder among primary school teachers. 3) Associate the knowledge of primary school teacher with selected demographic variables. Material and Methods: A non-experimental descriptive study was conducted on 40 teachers studying in selected school of Punjab. Data was collected through structured questionnaire.Results: Fifty five percent primary school teachers in district Sri Muktsar Sahib, Punjab showed moderate level of knowledge about ADHD in which 87.5% female teachers belonged from urban area (57.5%) with great educational backgrounds. The most important source of their s ADHD knowledge has been the media (35%), curriculum (30%) and Internet (30%). Conclusion: From the results it may be concluded that the primary school teachers has moderate knowledge of ADHD and their source of knowledge has been media, curriculum and Internet. To increase the awareness about ADHD in schools will need to start reasonable educational events by collaborating with hospital, medical colleges and nursing collages through onsite events, social media and internet.

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