Assessing primary school teachers' awareness and attitudes toward epilepsy: A descriptive study

Background: Epilepsy is a chronic neurological condition characterized by recurrent, unprovoked seizures caused by abnormal, excessive, or synchronized brain activity. It is most commonly diagnosed during the first decade of life, a crucial period for children's social and educational growth. Children with epilepsy often encounter difficulties in school, and teachers, who may lack specialized training, can feel uncertain and frustrated about managing seizures effectively.

Objectives: This study aimed to assess primary school teachers' awareness of epilepsy and attitudes toward children with epilepsy.

Method: A descriptive cross-sectional study was conducted among primary school teachers in El-Obied City. A total of 80 participants were selected using a non-probability convenience sampling technique. Data were collected through a self-administered questionnaire and analyzed using the Statistical Package for the Social Sciences (SPSS). 

Results: Of the 80 participants, 70 (87.5%) had heard of or read about epilepsy, while 10 (12.5%) had not. Among those who were familiar with epilepsy, most had learned about it through various news media. Furthermore, 62 participants (77.5%) indicated that there were no children with epilepsy enrolled in their schools. Only 10 participants (12.5%) believed epilepsy to be contagious. On a positive note, 59 participants (73.8%) opposed the idea of forming a separate class exclusively for children with epilepsy. Furthermore, 50 participants (62.5%) demonstrated a good understanding of the first aid measures needed for a child experiencing a seizure.

Conclusion: The study revealed that while most teachers in El-Obied City are aware of epilepsy, misconceptions about its causes and treatment persist. Despite this, teachers generally show positive attitudes toward inclusion and possess basic first-aid knowledge for seizures. However, many feel unprepared to manage seizures in the classroom. These findings highlight the need for educational programs to improve teachers' understanding of epilepsy and enhance their ability to support affected students, ensuring a more inclusive and supportive learning environment.