Aim: Teachers have important roles in the identification, referral and management of school
children with Attention-deficit/Hyperactivity Disorder (ADHD). However, their ability to play these
roles is contingent on their depth of knowledge about ADHD. This study assessed literacy about
ADHD in a sample of primary school teachers in Lagos, south-west Nigeria.
Study Design and Methodology: Using a cross-sectional study design, 144 primary school
teachers in Lagos, south-West Nigeria completed a vignette-based questionnaire which assessed
knowledge about symptoms and management of ADHD. The vignette depicted a student with
ADHD based on the DSM-1V diagnostic criteria.
Results: The mean age of the participants was 41.7 (±9.3) years, and 62.5% were females.
Only 7.6% of the primary school teachers correctly identified the ADHD case vignette. The teachers
predominantly recommended corporal punishment/’serious discipline’ (83.3%) in handling students
with features of ADHD. The usefulness of medications and psychological interventions in ADHD
were recognised by only 9.0% and 16.7% respectively.
Conclusion: There is a low level of ADHD literacy among primary school teachers in Lagos. This
highlights the need for educational interventions to improve knowledge about ADHD among the