Percepción de docentes y padres de familia sobre el trastorno por déficit de atención con hiperactividad en un "establecimiento educativo”.

Abstract

ADHD affects children's academic and social performance, and its management is hampered by a lack of knowledge among parents and teachers. The lack of information limits timely detection, so nursing-led education is essential to improve its identification and care. The objective of the study was to evaluate the perception of teachers and parents about Attention Deficit Hyperactivity Disorder by applying a survey for the identification and management of this disorder through training by nursing staff. A quantitative, non-experimental design methodology was used, with a sample obtained through simple probabilistic sampling for parents and non-probabilistic convenience sampling for teachers. KADDS questionnaires were administered to teachers and ADH questionnaires to parents, with true/false questions to measure knowledge levels. The results showed that third-level teachers demonstrated greater knowledge, although 44.8% made errors in associated factors, highlighting confusion about academic impact, prevalence, and diagnosis at an early age. In treatment, 43.2% responded correctly, with myths such as diet persisting. Parents with a complete higher education had 42.9% high knowledge, compared to 2.7% without education, while 72% had an average level. The study identified gaps in knowledge about ADHD, reflecting the need for educational programs led by nursing professionals to improve management and prevention strategies, promoting the academic and social success of students.