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The present study examined the teachers’ knowledge about three important aspects of Attention-Deficit/Hyperactivity Disorder: symptoms and diagnosis, treatment, and general information. One hundred and eighty-nine kindergarten and elementary school teachers filled out the KADDS questionnaire of Sciutto et al. (2000). The scores of the three factors differed significantly from each other with symptoms and diagnosis achieving the highest score. Teaching experience, prior exposure, and self confidence in efficiently working with children with ADHD had a positive effect on the score, while the degree of study did not make a difference.

Keywords: ADHD, KADDS, evaluation of teachers’ knowledge, diagnosis of ADHD