Introduction: Inclusion of children with attention deficit/hyperactivity disorder requires special knowledge from teachers. Because teachers are often the first to notice when identifying children with attention deficit/hyperactivity disorder it is important to have sufficient knowledge about the symptoms, causes, and treatment of disorder. Teachers' knowledge of attention deficit/hyperactivity disorder has a significant impact on the stress they experience when dealing with students with attention deficit/hyperactivity disorder. Teachers report more stress in dealing with pupils with disabilities. Purpose: We wanted to find out what is knowledge of primary school teachers about the characteristics of attention deficit/hyperactivity disorder, treatment of children with attention deficit/hyperactivity disorder, and how much stress they experience while teaching. Methods: We sent a link to the online survey to all Slovenian elementary schools. The survey contained 54 questions. The surveyed data were presented descriptively using the Statistical Analysis. We confirmed our hypothesis using analysis of variance and Spearman correlation coefficient Results: 412 primary school teachers participated in the research. The results show that teachers' knowledge of symptoms and characteristics is fairly high, as 68.94% responded correctly; less knowledge was shown by teachers in response to causes, prognosis and treatment. We also found that for teachers, teaching children with attention deficit/hyperactivity disorder is more stressful. Discussion and conclusion: We found that teachers recognize the symptoms and characteristics of attention deficit/hyperactivity disorder but are less likely to recognize the causes, prognosis and treatment options. We concluded that for teachers, teaching children with the disorder is stressful, especially when they are in difficult and noisy classes with many students. Teachers meet children every day and watch and compare each other, so they are very important in identifying children with attention deficit/hyperactivity disorder. Since most teachers have indicated that they have the support of professionals in dealing with children with attention deficit/hyperactivity disorder at school, it would be good for these professionals to be more involved in treating children with this disorder. Likewise, changes to the current school and health system would be needed to support the model of school nurse when dealing with children with attention deficit/hyperactivity disorder.
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