Attention Deficit Hyperactivity Disorder Awareness and Classroom Management Practices in Kwara State Primary Schools

This study assesses awareness levels of Attention Deficit Hyperactivity Disorder among primary school teachers and its relationship to their classroom management practices in Kwara State, North Central Nigeria. ADHD is among the most prevalent neurodevelopmental disorders affecting school-age children, yet teacher awareness and capacity to accommodate affected learners in Nigerian mainstream classrooms remain insufficiently studied. The study adopts a descriptive survey design, involving 220 primary school teachers from Ilorin West and Offa Local Government Areas. A researcher-developed ADHD Awareness Questionnaire and a classroom management practices checklist formed the data collection instruments. Data were analysed using Pearson correlation and chi-square tests. Findings indicate that a significant proportion of teachers lack accurate knowledge of ADHD symptoms, frequently misattributing hyperactive and inattentive behaviours to indiscipline or low intelligence. Teachers with higher ADHD awareness scores were more likely to use flexible seating arrangements, task-chunking strategies, and positive reinforcement. Awareness levels were significantly higher among teachers with post-qualification training in special needs education. The study underscores the consequences of misidentifying ADHD as a behavioural problem rather than a neurological condition, which leads to punitive rather than supportive classroom responses. The Kwara State Universal Basic Education Board is urged to integrate ADHD and neurodiversity modules into primary teacher training curricula. School psychologists should be deployed to public primary schools to provide diagnostic screening and teacher consultation. Keywords: ADHD awareness, classroom management, primary school teachers, Kwara State, neurodevelopmental disorders.