Author(s):
Maiyetry Banerjee, Sathish Rajamani
Email(s):
sat2careu@gmail.com
DOI:
10.52711/2454-2660.2026.00047 
Address:
Maiyetry Banerjee1, Sathish Rajamani2
1M.Sc (N) 2nd Year Student, School of Nursing, DRIEMS University. Odisha, India.
2Professor – HOD, Psychiatry Nursing. School of Nursing, DRIEMS University, Odisha, India.
*Corresponding Author
Published In:
Volume - 14,
Issue - 3,
Year - 2026
ABSTRACT:
Introduction: ADHD (attention deficit hyperactivity disorder) is a neurodevelopmental disorder involving inattention, impulsivity, and hyperactivity that disrupt daily life. It usually begins in childhood and may persist into adulthood. Diagnosing adult ADHD is difficult, as about 80% have other psychiatric conditions. In Odisha, India, 11.3% of primary school children have ADHD. Common traits are low frustration tolerance, temper outbursts, peer rejection, academic struggles, and low self-esteem (Barkley, 2005), all of which significantly impact daily life. Objectives: "To assess the effectiveness of an in-service teacher training program on ADHD by comparing pre- and post-intervention knowledge levels, and to analyze the relationship between knowledge gains and selected socio-demographic characteristics among elementary school teachers in Cuttack, Odisha." Justifications: ADHD impacts children's academics, social lives, and well-being, especially at school. Around the world, 7–8% of children have symptoms that interrupt school and peer interactions. Early identification and help depend on teachers, yet many lack expertise and skills. Teachers receive targeted training to identify and help ADHD students, improving educational outcomes. Methodology: A one-group pre-test post-test design was used. Thirty primary school teachers were selected through purposive sampling. Knowledge of Attention Deficit Disorder Scale (KADDS) assessed ADHD knowledge through self-reporting questionnaires. Pre-test was conducted on day-1, followed by an ADHD lecture, and post-test on day-7. Analysis used descriptive and inferential statistics. Results: The results indicated that the mean post-test knowledge score (29.40±4.25) was significantly higher than the mean pre-test knowledge score (10.77±4.56). The paired t-test value was 24.70 with 29 degrees of freedom, indicating statistical significance. Conclusion: The study demonstrated that teachers in service training improved primary school teachers' comprehension of ADHD. This program gave instructors valuable insights and ways to identify and support students with this condition in the classroom.
Cite this article:
Maiyetry Banerjee, Sathish Rajamani. Teacher Preparedness for ADHD Management: Evaluating the Role of In-Service Training in Cuttack, Odisha. International Journal of Nursing Education and Research. 2026;14(3):235-9. doi: 10.52711/2454-2660.2026.00047
Cite(Electronic):
Maiyetry Banerjee, Sathish Rajamani. Teacher Preparedness for ADHD Management: Evaluating the Role of In-Service Training in Cuttack, Odisha. International Journal of Nursing Education and Research. 2026;14(3):235-9. doi: 10.52711/2454-2660.2026.00047 Available on: https://www.ijneronline.com/AbstractView.aspx?PID=2026-14-3-12
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