Deficient knowledge of and negative attitudes towards epilepsy among teachers are found in all parts of the world where they have been studied. Educational interventions appear to be useful in improving knowledge and attitudes.
However, better quality research employing a more robust study design is needed to develop a better understanding of what negative attitudes exist and what are the most effective methods of improving both attitudes and knowledge.
Young Epilepsy supported a systematic review of 54 studies (17,256 participants across 27 countries) to understand how teachers perceive and respond to epilepsy in school settings.
Main Findings
Widespread Knowledge Gaps
- Many teachers lack basic understanding of epilepsy, including causes and seizure management.
- Epilepsy was the least familiar condition compared to others like asthma or diabetes.
Negative Attitudes Are Common
- Teachers often hold misconceptions, such as epilepsy being contagious or a psychological disorder.
- Concerns about liability and emergency response lead to reluctance in supporting students with epilepsy.
Physical Activity Restrictions
- Teachers frequently believe children with epilepsy should avoid sports or physical activities, despite medical evidence supporting safe participation.
Emergency Preparedness Is Low
- Many teachers feel unprepared to manage seizures or administer rescue medication.
- Training improves confidence and reduces errors, but access and clarity around legal responsibilities vary.
Impact of Educational Interventions
- All seven intervention studies showed improvements in knowledge and attitudes after training.
- However, study quality was generally poor—highlighting the need for better-designed, long-term research.
What Influences Teacher Attitudes?
- Positive attitudes are linked to:
- Prior experience teaching a child with epilepsy.
- Higher levels of education.
- Better knowledge of epilepsy.
Recommendations for Action
- Develop standardised, reliable training tools for global use.
- Collaborate with teachers, parents, and young people to design effective education programmes.
- Promote inclusive attitudes, especially around physical activity and emergency care.
- Support schools with clear guidance and legal frameworks for seizure management.
