Assessing knowledge and attitudes toward epilepsy among schoolteachers and students: Implications for inclusion and safety in the educational system

Abstract

Several studies have evidenced inadequate knowledge about epilepsy and inappropriate seizure management, influencing quality of life and social inclusion of patients with epilepsy. Aim of the study was to estimate the knowledge and the attitudes toward epilepsy in schoolteachers and students in Italy. Custom-designed and validated questionnaires in Italian on general and specific knowledge, and social impact of epilepsy have been administered in a random sample of schoolteachers and students. Overall, 667 schoolteachers and 672 students have been included. Among teachers and students, consider epilepsy a psychiatric disorder (16.8% and 26.5%) or an incurable disease (43.9% and 33%). The 47.5% of teachers declared to be unable to manage a seizing student, 55.8% thought it requires specific support and 21.6% reported issues in administer antiseizure medications in school. Healthcare professionals should have an active role in the educational system, dispelling myths, preparing educators and students with appropriate attitudes in the event of a seizure and prevent over limitations in patients with epilepsy. These findings highlight still poor knowledge and attitudes about epilepsy among teachers and students although the 99.4% claimed to have heard/read something about epilepsy. Therefore, improving existing dedicated educational/training interventions could be necessary.

Knowledge and misconceptions about epilepsy among people with epilepsy and their caregivers attending mental health clinics: A qualitative study in Taenia solium endemic pig‐keeping communities in Tanzania

“…13,14 Studies showed evidence of misconceptions, myths, and beliefs among different educated populations starting from school teachers as well as university students. [15][16][17] One study from Burkina Faso reported witchcraft as a cause of epilepsy. 18 However, there have been few available reports on misconception intervention and stigma reduction studies, especially in Sub-Saharan Africa.…”

“…Misconceptions, cultural beliefs, and stigmatization of epilepsy have been reported in different parts of the world; from western countries, Asian countries, and elsewhere 13,14 . Studies showed evidence of misconceptions, myths, and beliefs among different educated populations starting from school teachers as well as university students 15–17 . One study from Burkina Faso reported witchcraft as a cause of epilepsy 18 .…”

Assessment of Knowledge and Attitude Regarding Epilepsy and Seizure First Aid Among Male Teachers in Mecca Region, Saudi Arabia: A Cross-Sectional Study

“…In contrast, teachers in Riyadh and Khamis Mushait were found to have a high understanding of epilepsy [ 15 , 16 ]. Internationally, teachers' degree of epilepsy knowledge was poor in Kuwait, China, and Italy [ 17 - 19 ]. Although the level of knowledge is insufficient, the understanding and awareness of the etiology of epilepsy have experienced a significant change throughout time.…”

Strategy Analysis of Non-Formal Education Service Quality at The Department of Education and Culture, Mamasa District

“…Produce development humans who can build themselves, and jointly responsible for the development of the nation. Functions of Non-formal Education, namely: 1) Non-formal education functions as a substitute (Hidayat et al, 2021), meaning that if the community member does not have a network with the Formal Education unit or has dropped out of school (DO) from Formal Education (Redondo et al, 2021), then he or she can attend Education through the Non-formal Education route (Marín & Espinoza, 2021); 2) Non-formal education functions as an addition to formal education, meaning that if the knowledge (Decembrotto, 2021), skills, and attitudes obtained by students in the formal education unit are deemed inadequate (Iannone et al, 2021), they can add them through non-formal education (Morgan et al, 2021); 3) Non-formal education functions as a complement (Fantozzi, 2021), meaning that if students in the formal education unit feel they still want to increase their knowledge and skills (Shantini et al, 2021a), then they can continue their education through the non-formal education pathway (Gultom, 2021). Such as: Computer Courses, Sewing Courses, Foreign Language Courses, and Personality Courses (Sokorutova et al, 2021).…”