Evaluating knowledge and attitudes regarding epilepsy among primary school teachers: A cross-sectional study
Epilepsy Research, vol.227, 2026 (SCI-Expanded, Scopus)
- Publication Type: Article / Article
- Volume: 227
- Publication Date: 2026
- Doi Number: 10.1016/j.eplepsyres.2026.107897
- Journal Name: Epilepsy Research
- Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Scopus, Abstracts in Social Gerontology, BIOSIS, EMBASE, MEDLINE, Academic Search Ultimate (EBSCO)
- Keywords: Attitude, Epilepsy, Knowledge, Primary school teachers, School health, Stigma, Türkiye
- Eskisehir Osmangazi University Affiliated: Yes
Abstract
Background: Epilepsy is a major public health challenge characterized by persistent social stigma. The knowledge and attitudes of primary school teachers are vital for the psychosocial development and future potential of children with epilepsy. Objective: This study aimed to evaluate the knowledge levels, attitudes, and associated factors regarding epilepsy among primary school teachers. Methods: This cross-sectional study was conducted in Eskişehir, Türkiye, involving 649 primary school teachers selected via multi-stage cluster sampling. Attitudes were evaluated using the Public Attitudes Toward Epilepsy (PATE) scale, and knowledge via the Comprehensive Epilepsy Knowledge Survey (CEKS). Multivariable linear regression analysis was performed to identify the variables associated with teachers' attitudes toward epilepsy. Results: Of the participants, 76.0% were female, 86.9% married, and 54.9% aged 35–49 years. Mean PATE and CEKS scores were 1.74 ± 0.57 and 7.41 ± 2.78, respectively. While attitudes were positive, knowledge levels were generally low. Positive attitudes were associated with being married, lower professional seniority, family history of epilepsy, and a positive preference for having a student with epilepsy in the classroom. Negative attitudes were more common among those without first aid training. Knowledge level (CEKS) was identified as the most influential factor on attitudes toward epilepsy. Conclusion: Appropriate interventions are needed to enhance teachers' knowledge. Integrating epilepsy-related information and practical skills into school health programs is essential to support the psychosocial development and potential of children with epilepsy.