Teachers' Assessment of ADHD among Lebanese Primary School Children

Background: In Lebanon, approximately 10% of students are affected by specific learning disabilities, which include Attention Deficit Hyperactivity Disorder (ADHD). This research primarily focuses on evaluating ADHD and psychological symptoms in Lebanese students aged 5-11 years, as perceived by their teachers, while also exploring potential associated risk factors. Methodology: The study encompassed 130 students, with an average age of 8.7 years, attending grades 1 to 5 at a school in Lebanon. ADHD symptoms were assessed using the NICHQ Vanderbilt Assessment Scale, and two teachers provided input for each student. Furthermore, a sociodemographic questionnaire was completed by the students' caregivers. Data analysis was conducted using SPSS version 29, with a significance level set at p=0.05. Findings: Teachers' responses exhibited a high level of agreement (p>0.05). Most participating teachers were primarily involved in teaching either French (36.2%) or Arabic (30.8%). The study identified that 12% of students displayed inattentive symptoms, while predominantly hyperactive and combined types of ADHD were observed in 8.5% of the students. Among the inattentive category, students aged 8-11 years (13.6%; p=0.034), males (15.8%; p=0.046), and grade one students (21.4%; p=0.038) were significantly more at risk. Moreover, divorced or separated parents, lower economic status, and unemployed parents were significantly associated with a higher risk of all types of ADHD. Single-child families were also considerably more at risk of developing conduct disorder (18.8%; p=0.045). Teachers reported a significant number of children experiencing underperformance in written expression, reading, mathematics, and classroom behavior. These issues included not following directions (8%; p=0.707), disruptions in class (8-9.3%; p=0.320), and difficulties in completing assignments (7-8%; p=0.740). Conclusion: The study highlights a substantial prevalence of ADHD among school-aged children in Lebanese educational institutions. It underscores the crucial role that teachers play in the early detection of inattentive or hyperactive symptoms, which can help mitigate academic and behavioral challenges in the classroom.