Knowledge and perception regarding autism among primary school teachers: A cross-sectional survey from Pakistan, South Asia

Background: Early detection and intervention seem to improve development in autistic children, and teachers form an important part of their early social environment. Objectives: The objective of this study was to assess baseline knowledge and misconceptions regarding autism among school teachers and evaluate factors influencing their knowledge. Materials and Methods: This is a cross-sectional survey enrolling primary school teachers using a self-administered questionnaire. Results: Seventy-three teachers (mean age of 34 years, 66% females) responded. Gaps in awareness and knowledge were found. About 52 (71.2%) teachers identified themselves as having some knowledge about autism, with 23 (44.2%) among this group understanding autism as a neurological/mental disorder. The majority (73.1%) believe that special education is a helpful intervention. The only significant factor that influenced knowledge among teachers was attendance of behavioral classes ( P = 0.01). Conclusion: Results suggest that teachers have an inadequate understanding of autism due to several misconceptions. This calls for increased education of teachers with regard to autism and other childhood disorders.