Peer-reviewed article
School Teachers' Knowledge of Developmental and Behavioral Disorders in Saudi Arabia: A Nationwide Survey.
AlQurashi FO, AlGhamdi AA, Al-Omari MA, Alamri AS, Alawami AH et al. ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This survey of 822 teachers across Saudi Arabia measured their knowledge of childhood developmental and behavioral disorders including autism, ADHD, and learning disabilities. Teachers showed low knowledge of autism (33% median score) and moderate knowledge of learning disabilities (67% median score), with particular gaps in understanding normal child development and available support services. Teachers strongly supported increasing resources and specialized education services. The study identifies significant knowledge gaps that limit early identification of disorders by the adults most likely to notice them.
Key points
- Median knowledge score for autism was 33.3% and for learning disability was 66.7%
- Less than 50% of teachers correctly answered items about normal child development
- Knowledge of available services and support systems for children with disabilities was extremely poor, with all items having less than 10% correct responses
- Teachers strongly supported (>95%) increasing resources and specialized education services
- Early teacher identification is crucial as teachers often recognize symptoms before healthcare professionals
Limitations
This is a cross-sectional survey measuring self-reported knowledge only, so it cannot determine causation or whether knowledge translates to actual practice in identifying or supporting children with disorders. The study does not evaluate outcomes for children or the effectiveness of any intervention.
Abstract
Background Childhood developmental and behavioral disorders (CDABD), such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and learning disability (LD), have gained significant attention globally, including in Saudi Arabia. Early identification of these disorders is crucial for improving outcomes, and teachers play a pivotal role in recognizing symptoms, often before they are identified by healthcare professionals. Objectives The aim of this study was to assess the level of knowledge and attitudes of Saudi preschool and elementary school teachers regarding CDABD and explore factors contributing to their knowledge gaps. Methods A cross-sectional questionnaire-based study was conducted among 822 teachers from government, private, and international schools across Saudi Arabia. The questionnaire elicited the knowledge of teachers regarding normal child development, ASD, ADHD, LD, and available support services, as well as their attitudes. Results The lowest median teacher knowledge score was for ASD (median = 33.3, IQR = 33.3-50), while the highest median teacher knowledge score was for LD (median = 66.7, IQR = 33.3-66.7). In terms of normal development, less than half the teachers correctly answered >50 of the items correctly, with the lowest knowledge being regarding the child empathy development (3.9%); the highest correct response rate was regarding the presentation of absence seizure (79.6%). Teachers' knowledge regarding availability of services and support systems for children with disabilities in Saudi Arabia was extremely poor, as all items had <10% correct responses. In terms of attitude, teachers strongly supported increasing resources and specialized education services (>95%). Conclusions This study found that in Saudi Arabia, there are significant gaps in school teachers' knowledge, particularly regarding ASD and ADHD as well as about availability of resources. This study highlights the importance of improving teacher training, public awareness, and access to support services to improve outcomes for children with CDABD.