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31% of Kuwaiti students face attention distraction challenges

The study found that attention distraction and hyperactivity disorder were most prevalent in primary education, with 36.3% of second graders affected, compared to gradually decreasing rates in intermediate stages.

The results of the study, which was conducted by the Kuwait Learning Differentiating Association, showed a significant disparity between the sexes, with the percentage of males with or likely to have this disorder reaching 34%, compared to 26.9% for females.

The study emphasized the need to develop interactive educational curricula and train teachers to effectively address the needs of individuals with hyperactivity disorder, highlighting this educational health issue that requires attention.

 

The results of a survey, the first of its kind in Kuwait, revealed a significant prevalence of attention dispersion and hyperactivity disorder (ADHD) among public school students. This important finding highlights the urgent need for increased awareness and support for affected children, as reported by Al Qabas newspaper.

The study confirmed that this disorder negatively impacts academic achievement and educational levels among school students.

The research included 1,437 students from government schools and revealed that approximately 31% of those surveyed suffer from attention dispersion and hyperactivity disorder or face a high probability of developing it. This finding underscores the need to strengthen screening systems and implement early intervention in public schools.

According to the study, which was funded by the Arab Fund for Economic and Social Development and the American University in Kuwait, it was conducted by the Kuwait Learning Differentiating Association in collaboration with academics from Kuwait University, the American University, and Asia Management and Statistical Consulting Company.

Additionally, specialists and volunteers collected and analyzed the data to assess and measure the prevalence of attention distraction disorder and hyperactivity disorder (ADHD) among primary and middle school students in public schools.

The study utilized the widely recognized CHAOS scale, a globally accepted assessment tool for measuring behavioral and attention disorders, to evaluate the probability of these disorders.

Primary stages of education exhibited the highest prevalence of ADHD

The study found that the primary stages of education exhibited the highest prevalence of this disorder compared to the intermediate stages. In the second grade of primary school, the percentage of students with attention distraction and hyperactivity disorder reached 36.3%, the highest among all stages, while the percentage gradually decreases in the intermediate stages.

34% of males face attention disorders compared to 26.9% of females

The results showed a significant disparity between the sexes, with the percentage of males with or likely to have this disorder reaching 34%, compared to 26.9% for females. This highlights the importance of providing targeted support and educational strategies that address the specific needs of each gender. This variance is attributed to the fact that attention dispersion and hyperactivity disorder tends to manifest more clearly among males than females.

The study also pointed to differences in social and environmental factors that may influence the prevalence of this disorder across the governorates of Kuwait.

Assessing the prevalence of attention distraction disorder and ADHD

The study included all students from public primary and middle schools in Kuwait, regardless of gender, to assess the prevalence of attention distraction disorder and ADHD according to the study’s methodology and tools. Data was not collected directly from the students; instead, researchers relied on parents as the primary source of information.

To ensure transparency and encourage participation, parents were provided with written consent forms that explained the objectives and benefits of the study. The study emphasized the need to develop interactive educational curricula and train teachers to effectively address the needs of individuals with hyperactivity disorder, highlighting this educational health issue that requires attention.

The most key recommendations of the study

  • The results of this study should serve as a foundation for the development of national education policies addressing ADHD.
  • Provide additional financial resources for schools that enroll affected students.
  • Train teachers and administrators to effectively manage special cases.
  • Support the establishment of specialized centers to offer educational and psychological services.
  • Collaborate with international organizations, such as the World Health Organization and UNICEF, to adopt global best practices for addressing ADHD.
  • This collaboration can create effective frameworks and guidance for developing integrated support programs for children with this disorder.
  • Strengthen and enhance early assessment programs and systems in all public schools, especially at the primary level.
  • Develop interactive and comprehensive educational curricula for students with ADHD.
  • Utilize educational technology and modern teaching techniques to help these students improve their performance and increase their interaction with peers and teachers.
  • Launch awareness campaigns for families about ADHD and the importance of early diagnosis.



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