Acceptability of Orthodox Treatment of Attention Deficit Hyperactivity Disorder and its Associated Factors among Primary School Teacher in Botswana

Abstract

<strong>Background:</strong> Many African children with Attention Deficit Hyperactivity Disorder (ADHD) do not receive adequate treatment services despite the availability of effective treatments. Studies have majorly concentrated on assessing the contribution of knowledge deficit among parents while neglecting teachers who play a significant role in their upbringing. The present study hoped to address this by exploring the beliefs and misconceptions about ADHD and their effect on treatment acceptability in primary school teachers in Botswana.<br /> <strong> Methods:</strong> This was a cross-sectional study conducted among 264 primary school teachers, using a modified ADHD Beliefs Scale. Data was obtained using a two-stage random sampling technique.<br /> <strong>Results:</strong> The mean age of the participant was 39 (9.3) years and they were mostly females (72.7%). One hundred and ten (41.7%) of the schoolteachers do not believe in orthodox treatments. Those with professional development (OR=0.56, 95%CI: 0.32-0.97) and interest in teaching children with ADHD (OR=0.31, 95%CI: 0.19-0.54) were less likely to refuse orthodox treatment, while those with high myth score were more likely to refuse orthodox treatment (OR=1.08, 95%CI: 1.01-1.16).<br /> <strong>Conclusion:</strong> The existence of erroneous conceptions about ADHD and the rejection of orthodox treatment among a sample of teachers in Botswana is notable. Whilst misconception was shown to discourage orthodox treatment acceptability, personal interest in knowledge, and appropriate training were shown to increase its acceptability. It is; therefore, possible that with adequate informative training to correct the myth surrounding ADHD, there would be an improved acceptance of orthodox treatment.