Teachers' perspective on epilepsy: examining their knowledge and attitudes in three selected schools in Rivers State, Nigeria
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Abstract
Background: Epilepsy is a common brain disease known for its high risk of discrimination and social stigmatisation. The unpredictable nature of the disease makes a child prone to seizure episodes in school. Teachers can play a vital role by providing the required support and prompt intervention. This study examined the knowledge and attitudes of teachers towards epilepsy.
Methods: A cross-sectional study carried out among classroom teachers in Rivers State. Data were collected through a semi-structured self-administered questionnaire. SPSS version 25 was used for analysis, while descriptive and inferential statistics were conducted.
Results: Subjects were 132 teachers; 91 (68.9%) were females. The majority, 96 (72.7%), teach in public schools and had first degree as the highest level of education. Most, 128(97%), were aware of epilepsy; 18 (13.6%) believed it was caused by witchcraft; 34 (25.8%) responded that it is contagious; while 66 (50.0%) reported that traditional drugs are used for treatment. Fifty-seven (43.3%) of the teachers opined that children with epilepsy should attend a special school, and 33 (25.0%) believe that having a child with epilepsy would disrupt the class's educational activities. Fifty-five (41.7%) of the teachers had poor attitude towards children with epilepsy, and 53 (36.4%) had poor knowledge of immediate care for a convulsing child. An increase in knowledge was associated with a corresponding increase in positive attitude.
Conclusion: Most teachers had moderate to good knowledge of epilepsy, but their attitude and practices towards children with epilepsy were poor. Well-structured training programmes are needed to equip teachers to provide seizure first aid in schools.
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