School Teachers’ Knowledge of Developmental and Behavioral Disorders in Saudi Arabia: A Nationwide Survey

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.