Impact of Online Health Education Lecture on the Positive Screening Rate of Attention-Deficit/Hyperactivity Disorder and Parenting Stress among School-Aged Children in Chongqing, China
Description
Aims: This study investigates the effects of an online health education lecture on the positive screening rate of attention-deficit/hyperactivity disorder (ADHD) and parenting stress among parents of children diagnosed with or screened positive for ADHD. Methods: An online lecture about ADHD was conducted for parents and teachers from 14 primary schools in Chongqing, China, using stratified proportional random cluster sampling. A total of 2,611 questionnaires were collected (1,508 intervention group, 1,103 control group). Outcomes were measured using the Vanderbilt Parent/Teacher Assessment Scale and Caregiver Strain Questionnaire. Statistical analyses included generalized linear mixed models and Wilcoxon Mann–Whitney rank-sum tests. Results: The lecture did not significantly affect the positive screening rate of ADHD (parents: β=-0.37, p=0.208; teachers: β=0.53, p=0.338); however, the positive screening rate increased post-intervention. Inattention scores were higher in the intervention group (β=0.42, p=0.040). Parents as primary caregivers were associated with lower ADHD symptom scores (β=-0.61, p=0.022). Lower parental education levels were associated with higher ADHD screening rates (β=0.49, p=0.039) and symptom scores (β=0.60, p=0.022). Teachers with 10-19 years of experience had higher positive screening rates (β=1.26, p=0.005) and symptom scores (β=2.60, p<0.001). The intervention did not affect parenting stress (Z=-1.413, p=0.158). Conclusions: Using questionnaires may have facilitated health communication. However, the lecture’s effects were relatively weak. Multiple methods should be employed for better knowledge dissemination in future ADHD-related health education. Individual characteristics of parents and teachers should be considered in assessments.