ArticleFrontiers in public health2025
Bridging the gap: a cross-sectional study on knowledge and awareness of attention-deficit/hyperactivity disorder among students at a public university.
Article in Frontiers in public health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder that affects academic and social performance. Despite increasing mental health awareness, university students including those in healthcare disciplines often have limited understanding of ADHD. This study aimed to assess the levels of ADHD-related knowledge and awareness among students at a public university in Saudi Arabia. Methods: A cross-sectional study was conducted at King Khalid University, Abha, Saudi Arabia, from February to July 2025. A total of 330 undergraduate students were selected using a non-probability stratified purposive sampling technique. Data were collected using an online questionnaire assessing sociodemographics, ADHD knowledge (9 items), and awareness (11 items). Descriptive statistics and multivariate logistic regression were used to identify associated factors ( Results: Among 330 students, 174 (52.7%) had good knowledge and 117 (35.4%) had good awareness of ADHD. Healthcare students had higher knowledge (78.0% vs. 26.5%), but awareness remained low in both groups (37.5% vs. 33.3%), highlighting gaps that may impede early recognition and support for students with ADHD. Notably, 45.5% of students including 36.3% of healthcare and 54.9% of non-healthcare students believed ADHD could be diagnosed through a blood test, reflecting persistent misconceptions. Lower GPA and reliance on social media were associated with poorer knowledge and awareness, while female gender and advanced academic year predicted better knowledge. These findings underscore the need for targeted educational interventions and evidence-based awareness campaigns to improve ADHD literacy and facilitate timely identification and support. Conclusion: This study revealed notable gaps in ADHD knowledge and awareness among university students. While healthcare students showed higher theoretical knowledge, practical awareness was low across groups. Better knowledge was associated with higher GPA, academic discipline, and access to professional information. Targeted educational strategies such as workshops, case-based learning, digital resources, and evidence-based campaigns are recommended to enhance ADHD literacy, correct misconceptions, and foster supportive university environments.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.