# Knowledge and Awareness of Tourette’s Syndrome among Teachers in Eastern Region, Saudi Arabia

## TL;DR

This study finds that most teachers in Saudi Arabia's Eastern Region have poor knowledge of Tourette's Syndrome, highlighting the need for better training and education.

## Contribution

The study identifies a significant knowledge gap among teachers regarding Tourette's Syndrome and its comorbidities in Saudi Arabia.

## Key findings

- 57% of teachers had poor knowledge of Tourette's Syndrome.
- Only 5.9% of teachers demonstrated good knowledge of the condition.
- Most teachers (84.9%) had no personal experience with students with Tourette's Syndrome.

## Abstract

Tourette syndrome (TS) is a neurodevelopmental disorder characterized by multiple motor and vocal tics and associated with comorbidities such as obsessive-compulsive disorder (OCD) and attention-deficit/hyperactivity disorder (ADHD). Teachers’ understanding of TS is critical for recognizing symptoms and providing effective support in the classroom.

A cross-sectional study was conducted in 2024 among teachers in the Eastern Province of Saudi Arabia. A validated online questionnaire was distributed to a randomly selected sample of primary, intermediate, and high school teachers from both governmental and private schools. Knowledge was assessed using a 23-item tool and categorized as poor, moderate, or good.

Among the 305 participants, the majority were female (56.1%) and Saudi nationals (94.8%). A large proportion (41.3%) had substantial teaching experience (≥17 years). Overall, 57% of teachers demonstrated poor knowledge of TS, while only 5.9% showed good knowledge. Although understanding of motor and vocal tics was relatively high (65.9%), awareness of common comorbidities was lower (OCD: 29.2%; ADHD: 50.8%). Most teachers (84.9%) reported no personal experience with students with TS. A significant positive correlation was found between prior experience with TS and higher knowledge scores (p < 0.05). The primary source of information was the internet and social media (35.1%), with very few teachers citing formal training.

A significant knowledge gap regarding TS exists among schoolteachers in Eastern Saudi Arabia. The reliance on informal sources over structured training highlights an urgent need for targeted educational programs and professional development workshops. Enhancing teacher preparedness is essential for creating inclusive learning environments that support the academic and social success of students with TS.