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Effectiveness of a training programme on the knowledge and perception of Attention-Deficit Hyperactivity Disorder among primary school teachers in Kano, Nigeria.

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Title: Effectiveness of a training programme on the knowledge and perception of Attention-Deficit Hyperactivity Disorder among primary school teachers in Kano, Nigeria.
Authors: Mohammed, Muftau, Bella-Awusah, Tolulope, Adedokun, Babatunde, Lagunju, Ikeoluwa, Ani, Cornelius
Source: International Journal of Mental Health. 2025, Vol. 54 Issue 2, p191-205. 15p.
Subjects: Health literacy, Attention-deficit hyperactivity disorder, Attitudes toward illness, Psychology of teachers, Elementary schools, Qualitative research, Educational outcomes, Statistical sampling, Questionnaires, Randomized controlled trials, Descriptive statistics, Chi-squared test, Analysis of covariance, Health education, Sociodemographic factors, Data analysis software
Geographic Terms: Nigeria
Abstract: This study assessed the effect of Attention-Deficit Hyperactivity Disorder (ADHD) training on teachers' knowledge and perception of the condition in Kano, Nigeria. It was a controlled trial of 200 primary schoolteachers from two Local Government Areas (LGAs). One LGA was randomly assigned to the intervention group and the other to a waitlist control (100 teachers per group). The intervention group received two training sessions on ADHD one week apart. The training was based on the Mental Health Gap Action Programme – Intervention Guide (mhGAP-IG). Participants completed the ADHD Knowledge Questionnaire, ADHD Attitude Scale, and Knowledge of Behavioral Intervention Questionnaire at baseline and one-week post-intervention. The participants ranged from 17 to 58 years (Mean = 34.1 years; SD = 8.7), comprising 112 females and 85 males. The intervention and control groups were broadly similar at baseline. Controlling for baseline scores and other differences (age, gender, duration of teaching experience, and if schools employed staff dedicated to helping children with mental health difficulties such as ADHD), the intervention group had significantly higher scores on Knowledge of ADHD and Knowledge of Behavioral Management of the condition, with effect sizes of 0.7 and 0.3, respectively. This intervention led to statistically significant improvements in the teachers' knowledge of ADHD and behavioral intervention for ADHD. This provides further evidence of the feasibility and effectiveness of specific ADHD-training interventions for primary school teachers in Nigeria. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Mental Health is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Effectiveness of a training programme on the knowledge and perception of Attention-Deficit Hyperactivity Disorder among primary school teachers in Kano, Nigeria.
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  Data: This study assessed the effect of Attention-Deficit Hyperactivity Disorder (ADHD) training on teachers' knowledge and perception of the condition in Kano, Nigeria. It was a controlled trial of 200 primary schoolteachers from two Local Government Areas (LGAs). One LGA was randomly assigned to the intervention group and the other to a waitlist control (100 teachers per group). The intervention group received two training sessions on ADHD one week apart. The training was based on the Mental Health Gap Action Programme – Intervention Guide (mhGAP-IG). Participants completed the ADHD Knowledge Questionnaire, ADHD Attitude Scale, and Knowledge of Behavioral Intervention Questionnaire at baseline and one-week post-intervention. The participants ranged from 17 to 58 years (Mean = 34.1 years; SD = 8.7), comprising 112 females and 85 males. The intervention and control groups were broadly similar at baseline. Controlling for baseline scores and other differences (age, gender, duration of teaching experience, and if schools employed staff dedicated to helping children with mental health difficulties such as ADHD), the intervention group had significantly higher scores on Knowledge of ADHD and Knowledge of Behavioral Management of the condition, with effect sizes of 0.7 and 0.3, respectively. This intervention led to statistically significant improvements in the teachers' knowledge of ADHD and behavioral intervention for ADHD. This provides further evidence of the feasibility and effectiveness of specific ADHD-training interventions for primary school teachers in Nigeria. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Mental Health is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=185487976
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/00207411.2023.2253397
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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 191
    Subjects:
      – SubjectFull: Health literacy
        Type: general
      – SubjectFull: Attention-deficit hyperactivity disorder
        Type: general
      – SubjectFull: Attitudes toward illness
        Type: general
      – SubjectFull: Psychology of teachers
        Type: general
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Statistical sampling
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Randomized controlled trials
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Chi-squared test
        Type: general
      – SubjectFull: Analysis of covariance
        Type: general
      – SubjectFull: Health education
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      – SubjectFull: Sociodemographic factors
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Nigeria
        Type: general
    Titles:
      – TitleFull: Effectiveness of a training programme on the knowledge and perception of Attention-Deficit Hyperactivity Disorder among primary school teachers in Kano, Nigeria.
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            NameFull: Mohammed, Muftau
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            NameFull: Bella-Awusah, Tolulope
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            NameFull: Adedokun, Babatunde
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              Text: 2025
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