Published Paper Details:

Attention-Deficit/Hyperactivity Disorder (ADHD) is a widely recognized neurodevelopmental condition that typically manifests during childhood and is characterized by persistent patterns of inattention, hyperactivity, and impulsivity. These behavioral patterns often interfere with a child's academic performance and social development, making early detection and intervention crucial. In the school environment, teachers are often the first to notice signs of ADHD, placing them in a pivotal position for initiating referrals and implementing support strategies. However, this responsibility demands a sufficient level of awareness and understanding of the condition. The present study was conducted to assess the level of awareness about ADHD among primary school teachers in Pundri town of District Kaithal, Haryana. Additionally, the research aimed to compare the awareness levels between teachers working in government and private schools. A quantitative descriptive research design was adopted for this investigation. Data were collected using a structured questionnaire developed to evaluate teachers' knowledge across multiple domains, including symptoms, causes, diagnosis, classroom implications, and management techniques related to ADHD. The sample consisted of a diverse group of primary school teachers selected through stratified random sampling from both government and private educational institutions. The findings revealed that while most teachers had heard of ADHD, their in-depth understanding of the disorder was limited. Common misconceptions about the causes and treatments were prevalent, and many teachers lacked clarity on how to effectively manage ADHD-related behaviours in the classroom. Furthermore, the comparative analysis indicated that private school teachers demonstrated a slightly higher level of awareness than their government school counterparts. This disparity may be attributed to variations in teacher training opportunities, institutional resources, and professional development exposure. The study underscores the urgent need for structured awareness campaigns, targeted training modules, and inclusion of ADHD-related content in pre-service and in-service teacher education programs. Enhancing teachers' capacity to identify and support students with ADHD is not only essential for improving academic outcomes but also for fostering an inclusive and equitable learning environment.