Knowledge and Perceptions of Autism Spectrum Disorder Among Primary School Teachers in Abuja, Federal Capital Territory, North Central Nigeria

Autism spectrum disorder (ASD) is a complex neurodevelopmental condition whose early identification and appropriate management depend significantly on teacher awareness and attitudes. In Nigeria, limited public understanding of ASD often leads to delayed diagnosis and social exclusion of affected children. This cross-sectional descriptive study examines the knowledge and perceptions of ASD among primary school teachers in Abuja, Federal Capital Territory, North Central Nigeria. A total of 284 teachers from 18 public primary schools in Gwagwalada, Kuje, and Bwari area councils completed a structured self-administered questionnaire assessing ASD awareness, symptom recognition, perceived causes, and inclusion attitudes. Overall ASD knowledge was adequate in 34.2% of respondents. Repetitive behaviours and poor social interaction were correctly identified as ASD features by 58.5% and 61.3% of respondents, respectively. However, 49.6% of teachers attributed ASD to spiritual causes, and 22.9% believed it was a form of mental illness requiring psychiatric treatment alone. Positive inclusion attitudes were expressed by 61.6% of respondents, though 43.0% felt unequipped to manage ASD children in mainstream classrooms. Length of teaching experience and exposure to ASD training were significant positive predictors of knowledge. The study recommends ASD awareness training integrated into continuing professional development for teachers, school-based early identification protocols, and specialist support resources for inclusive education. Keywords: autism spectrum disorder, teacher knowledge, inclusion, Abuja, North Central Nigeria.