Awareness of autism spectrum disorder among public primary school teachers in Iraq.

A study of 301 teachers in Iraq found that about 1 in 4 had poor understanding of autism. Teachers were better at spotting repetitive behaviors than communication problems. Most teachers knew early diagnosis helps, but many wrongly thought autism can be completely cured. Teachers who had worked with autistic children or attended training workshops had better knowledge.

This descriptive study examined autism awareness among 301 primary school teachers in Baghdad, Iraq. Results showed 28.6% had inadequate ASD awareness, with better understanding among teachers who had previous contact with autistic children or attended workshops. Teachers were more likely to recognize repetitive behaviors (79.1%) and inappropriate toy attachment (72.4%) compared to communication difficulties (60.1%). While 80.1% understood benefits of early diagnosis, 71.4% incorrectly believed ASD can be completely cured.

The study identified significant knowledge gaps in recognizing risk factors, symptoms, and treatment outcomes, suggesting need for targeted teacher education programs.

Findings highlight need for comprehensive teacher training programs focusing on communication symptoms and realistic treatment expectations. Professional development should include direct exposure to autistic children and evidence-based workshops to improve early identification and appropriate referral practices.

Single-center study in one Iraqi city limits generalizability. Cross-sectional design cannot establish causality. Study type not clearly specified. Potential selection bias not addressed. No validation of the awareness questionnaire reported.

Primary school teachers play a vital role in detecting children with autism spectrum disorder (ASD), thereby allowing early interventions that enhance their quality of life and reduce the burden. This study aims to estimate the awareness levels of Iraqi primary school teachers regarding ASD and assess the association with the teachers' demographic factors. A descriptive study was conducted among primary school teachers affiliated with the Rusafa 1 educational directorate of Baghdad from March 21, 2024, to June 1, 2024, using a structured questionnaire developed by reviewing the DSM-5 criteria for ASD and JM Rey's IACAPAP Textbook of Child and Adolescent Mental Health. A total of 301 teachers were included.

Of whom, 86 (28.6%) had inadequate awareness, with higher scores demonstrated among teachers who had previous contact with ASD children (Ɛ= 0.046, 95% CI = 0.009 to 0.092, Adjusted p < 0.05) or used workshops as a source of information (r = 0.169, 95% CI = 0.048 to 0.275, Adjusted p < 0.05). However, no significant correlation was found with work experience (r = -0.073, adj. p-value = 0.373). Teachers were more likely to recognize repetitive behaviors (79.1%) and inappropriate attachment to toys (72.4%) as symptoms compared to lack of good verbal communication (60.1%). Furthermore, 241 (80.1%) correctly identified the benefits of early diagnosis.

However, 215 (71.4%) still believed that ASD can be completely cured. Around a quarter of teachers have a limited understanding of ASD, with common misconceptions in identifying risk factors, signs and symptoms, and treatment outcomes. These findings may support future educational initiatives and policy changes, potentially playing a role in ensuring early identification and timely referrals for these children. Not applicable.