Differences between Spanish students' and teaching professionals' knowledge of and attitudes toward ADHD-Does knowledge influence attitude?

This study aims to analyze knowledge and attitudes toward attention-deficit/hyperactivity disorder (ADHD) in university students (infant education, primary education, teaching, and psychology students) and teachers (elementary, primary and secondary school teachers, and university teachers). A total of 417 university students and 170 teachers took part in the study. All of the participants completed the Questionnaire for the Evaluation of Teachers' Knowledge of ADHD and a scale about specific attitudes toward ADHD. The results indicated differences in knowledge between the teachers and the university students but no differences in attitudes. Teachers had deeper knowledge about ADHD than the university students, with greater knowledge in the dimensions of Treatment and Symptoms/Diagnosis. Furthermore, the levels of knowledge predicted attitudes, reflecting the importance of more educational training programs (for students and professionals) providing information about ADHD.

Automated summary

The study found that teachers had a deeper understanding of ADHD compared to university students, but there was no significant difference in attitudes between the two groups. Knowledge levels were predictive of attitudes, highlighting the importance of educational training programs providing information about ADHD for both students and professionals.