Knowledge and Attitude of Autism Spectrum Disorder among Primary School Teachers in Baghdad City/Al-Rusafa

Autism Spectrum Disorder (ASD) is a neuro developmental disorder highlighted by enduring damages in interaction and communication, Early examination and interaction are important for improving results and developing social inclusion, This study sought to evaluate the knowledge and attitudes of primary school teachers about children with ASD in the Al-Rusafa sector of Baghdad and to investigate their correlation with the teachers' sociodemographic characteristics. A descriptive cross-sectional study with analytical components was performed involving 400 teachers from governmental and private elementary schools in the First and Second Educational Districts of Al-Rusafa, Baghdad, from February 1, 2025, to August 31, 2025. A structured self-administered questionnaire was used to collect data, which was then analyzed with SPSS version 26. Chi-square tests and logistic regression were used, and a p-value of less than 0.05 was considered statistically significant. In general, 67.0% of teachers had a medium amount of knowledge, 21.3% had a high amount of knowledge, and 11.8% had a bad amount of knowledge. Teachers from governmental schools and those with prior experience with autistic children had markedly greater levels of knowledge. Additionally, 86.0% of participants indicated favorable attitudes, which were substantially correlated with educational level, educational district, and type of school. Most teachers had a good understanding of ASD and a generally favorable attitude toward children with autism. However, there were still some key misconceptions and stigmatizing beliefs. These results show that instructors require specific training and awareness initiatives to better understand and support inclusive education for kids with ASD.