注意力不足過動症(attention-deficit/hyperactivity disorder，ADHD)是一種兒童期常見的精神疾病。當 教師察覺學童有疑似ADHD，可與父母討論，由父母帶孩子到醫療院所接受檢查。新北市政府於2014 年為國小教師舉辦ADHD知識衛教活動，讓國小教師對ADHD有正確知識，及早發現孩童可能有 ADHD。請參加衛教活動的教師填寫前後測問卷。本研究對此二手資料進行統計分析。前測數據可幫助 瞭解教師對ADHD瞭解程度及ADHD知識的影響因素。前後測答對率比較，可評估衛教活動的立即成效。 共565位教師出席，扣除不適合及填寫不一致的問卷，又前後測能配對，得有效問卷460份。答對率 「DSM-5對ADHD初發年齡的修正」最低(26.3%)，然後是「治療方式」（41.7%)，「ADHD的主要 症狀」及「老師可為ADHD孩童做的事」答對率最高(91.7%、92.8%)，總答對率72.5%。ADHD知 識的重要影響因子為性別及目前負責年級。衛教活動後，各題目的答對率均顯著提升，總答對率 (90.4%)也顯著提升。國小教師對ADHD的初發年齡及治療方式仍不清楚，其知識高低與性別及目前 負責年級有關。衛教活動對國小教師ADHD的知識提升具立即成效。

Attention-deficit / hyperactivity disorder (ADHD) is a mental disorder commonly seen in children. When teachers suspect their students having ADHD, teachers can discuss their observations with the students' parents. The parents can then take their children for a follow-up diagnosis. In 2014, the Department of Public Health, New Taipei City Government, provided a lecture to educate primary school teachers on the topic of ADHD. The teacher participants filled out a questionnaire before and after the lecture. We performed secondary data analysis based on the filled questionnaires. The correctness rate of the questionnaire before the lecture reflected teachers' knowledge of ADHD prior to the lecture and used to explore which factors affecting the correctness rate. We compared the correct rate before and after the lecture to evaluate the immediate effect of the lecture. A total of 565 teachers attended the lecture, and 460 completed questionnaires with valid data from both the pre- and post- test for the study were collected. Missing questionnaires or those filled out inappropriately were excluded. The item about the age of ADHD diagnosed via the DSM-5 criteria had the lowest rate of correctness (26.3%), followed by the means of treating ADHD (41.7%). The “main signs of ADHD” (91.7%) and “what teachers can do for ADHD children” (92.8%) had the highest rate of correctness. The mean correctness of ADHD knowledge was 72.5%. Sex and teaching grade were associated with the participant's knowledge of ADHD. After participating in the lecture, the correctness of all items increased significantly and the total correctness rate increased significantly (90.4%). Primary school teachers still lack the knowledge in some aspects of ADHD, including onset age and means of treatment. Sex and teaching grade were associated with their ADHD knowledge. A significant and immediate effect of educational lecture focused on ADHD knowledge was observed.