The impact of personal contact with a child diagnosed with ADHD on teachers’ knowledge of ADHD

Teachers’ understanding of Attention Deficit Hyperactivity Disorder (ADHD) is a key determinant of early identification and the successful implementation of inclusive educational practices. This study investigated the extent and structure of Hungarian primary school teachers’ knowledge of ADHD and examined the potential influence of personal exposure to individuals diagnosed with the disorder, such as family members or close friends. A total of 158 teachers completed a background questionnaire and the Knowledge of Attention Deficit Disorders Scale (KADDS). Knowledge scores were computed, and independent-samples t-tests alongside item-level analyses were performed to compare teachers with (PE1) and without (PE0) personal experience. The mean overall accuracy score was 62.5% (SD = 12.9). Teachers with personal experience demonstrated significantly higher levels of ADHD-related knowledge on the total scale and across two subscales. These findings indicate that personal exposure contributes to greater understanding of ADHD among teachers. Despite certain methodological limitations, the results highlight the importance of strengthening collaboration between schools and families to enhance teacher awareness and promote more effective inclusive education practices.