Abstract
Background: To assess teachers' knowledge and practice regarding management of epilepsy among schoolchildren.
Aim of Study: This study aimed to assess teachers' knowl-edge and their practices toward epileptic students in Arar City, northern Region of Saudi Arabia.
Subjects and Methods: A cross-sectional study was con-ducted in Arar City, at the Northern Region of Saudi Arabia. It included 404 school teachers (320 males and 84 females). A questionnaire testing teacher's knowledge and practice regarding management of students with epilepsy was con-structed and used for data collection.
Results: Almost all participants (99%) knew what epilepsy is, while only 39.4% knew that epilepsy is not contagious. Only 46.5% knew causes of epilepsy, while only 30.4% denied the relation between epilepsy and evil eyes, and 50.5% cor-rectly responded to questions related to role of certain types of food as triggering factors related to epileptic seizures. Most participants (83.4%) correctly stated the relation between epilepsy and increased brain electric charges, while only 44.3% stated the early symptoms/signs of an imminent epileptic fit. Only 15.6% of participants denied that epilepsy does not affect child's intelligence, 67.3% knew complications of epilepsy, while 38.9% knew treatment of epilepsy. Participants' mean total knowledge score (out of 10) was 5.15±1.32. Relatives and friends constitute the main source of teachers' knowledge about epilepsy (49.1%), followed by internet (44.1%) and lastly mass media (4.9%), and books (1.9%). 75.5% of participant teachers witnessed epileptic schoolchil-dren while in seizure. Their practices were mainly to call an ambulance (72%), remove any dangerous objects around the victim (69.1%), put a soft object between his teeth (68.6%), ensure good ventilation (63.4%) and pull his tongue out (50.5%). Participants' mean total practice score (out of 10) was 4.85±1.28. Mean teachers' knowledge and practice scores were highest among those aged >50 years (5.34±1.75 and 5.20±1.63, respectively). However, differences were statisti-cally significantly only regarding practice scores (p<0.001). Female teachers' knowledge and practice scores were higher than those of male teachers, with statistically significant difference only regarding practice scores (p=0.003). Teachers' knowledge and practice scores were highest among those with Master Degree, but with significant difference only regarding their practice (p=0.029). Moreover, knowledge and practice scores did not differ significantly according to teachers' type of school.
Conclusions: School teachers in Northern Saudi Arabia have relatively poor knowledge and practices about manage-ment of epilepsy among students. It is recommended to provide teachers with information about handling seizures in the educational setting through development and implementation of epilepsy education programs.