These findings demonstrate hidden discrimination and highlight the need for increased understanding and acceptance of people with epilepsy

Oct 13, 2025 by wbrum.org 139 views

A Picture of Knowledge, Attitudes, and Behavior of Teachers in High School 5 Medan towards People with Epilepsy

Understanding the Stigma of Epilepsy

Epilepsy, a brain disorder characterized by excessive and temporary neuron activity, is still a frightening specter for some people. Stigma against epilepsy gives a heavy burden on the quality of life of the patient. This stigma is rooted in community understanding of the epilepsy itself. The lack of awareness and education about epilepsy contributes to the persistence of stigma, making it essential to address this issue to improve the lives of people with epilepsy.

The Importance of Teachers in Shaping Student Character

Teachers play a vital role in shaping the character of students, and their behavior can have a significant impact on the learning process and social interaction of students with patients with epilepsy. Teachers are not only educators but also role models, and their actions can either perpetuate or challenge stigma. Therefore, it is crucial to understand the knowledge, attitudes, and behavior of teachers towards people with epilepsy to identify areas for improvement.

Methodology of the Study

This study employed a descriptive research design with a cross-sectional cut design. Data was collected using a questionnaire with a total sampling technique for 86 teachers in SMA Negeri 5 Medan. The results showed that the majority of respondents were women (78.8%), aged 51-60 years (69.4%), derived from Batak ethnic groups (75.3%), and were in high economic status (48.2%). The demographic characteristics of the respondents provide valuable insights into the potential factors influencing their knowledge, attitudes, and behavior towards people with epilepsy.

Knowledge, Attitudes, and Behavior of Teachers towards People with Epilepsy

The results of the study revealed that 98.8% of respondents have good knowledge about epilepsy, 100% have a positive attitude, but 79.9% shows negative behavior towards people with epilepsy. The discrepancy between knowledge and behavior is alarming, highlighting the need for further education and awareness about epilepsy. Furthermore, 56.5% of respondents refused to marry people with epilepsy, and 54.1% refused if they had in-laws suffering from epilepsy. These findings demonstrate hidden discrimination and highlight the need for increased understanding and acceptance of people with epilepsy.

The Impact of Stigma on Students with Epilepsy

The reluctance of teachers to marry people with epilepsy or have in-laws with epilepsy can have a negative impact on the learning process and social interaction of students with patients with epilepsy. Stigma can create a hostile learning environment, making it challenging for students with epilepsy to feel included and valued. Therefore, it is essential to address stigma and promote inclusive behavior among teachers to create a safe and comfortable learning environment for all students.

Increasing Awareness and Education about Epilepsy

Comprehensive education programs can help undermine stigma and increase understanding of epilepsy. Increased awareness and education can empower teachers to make informed decisions and promote inclusive behavior. Furthermore, education programs can provide teachers with the necessary skills and knowledge to support students with epilepsy, creating a more inclusive and supportive learning environment.

The Role of Teachers in Creating an Inclusive Learning Environment

Teachers play a crucial role in creating an inclusive learning environment, and their behavior can have a significant impact on the learning process and social interaction of students with patients with epilepsy. Teachers must be aware of their own biases and prejudices and strive to create a safe and comfortable learning environment for all students. By doing so, they can help form a more tolerant generation and respect differences.

Conclusion

The study highlights the importance of increasing awareness and education about epilepsy among teachers. Comprehensive education programs can help undermine stigma and increase understanding of epilepsy, leading to more inclusive and supportive behavior. Furthermore, the role of teachers in creating an inclusive learning environment is crucial, and their behavior can have a significant impact on the learning process and social interaction of students with patients with epilepsy. By promoting inclusive behavior and creating a safe and comfortable learning environment, teachers can help form a more tolerant generation and respect differences.

Recommendations

Based on the findings of the study, the following recommendations are made:

Increase awareness and education about epilepsy among teachers through comprehensive education programs.
Promote inclusive behavior among teachers by providing them with the necessary skills and knowledge to support students with epilepsy.
Create a safe and comfortable learning environment for all students, including those with disabilities such as epilepsy.
Encourage teachers to be aware of their own biases and prejudices and strive to create a inclusive learning environment for all students.

By implementing these recommendations, we can help address stigma and promote inclusive behavior among teachers, creating a more supportive and inclusive learning environment for all students.
Frequently Asked Questions about the Knowledge, Attitudes, and Behavior of Teachers in High School 5 Medan towards People with Epilepsy

Q: What is the purpose of the study?

A: The purpose of the study is to describe the knowledge, attitudes, and behavior of teachers in State High School 5 Medan towards people with epilepsy.

Q: What is the methodology of the study?

A: The study employed a descriptive research design with a cross-sectional cut design. Data was collected using a questionnaire with a total sampling technique for 86 teachers in SMA Negeri 5 Medan.

Q: What are the demographic characteristics of the respondents?

A: The majority of respondents were women (78.8%), aged 51-60 years (69.4%), derived from Batak ethnic groups (75.3%), and were in high economic status (48.2%).

Q: What are the findings of the study regarding the knowledge, attitudes, and behavior of teachers towards people with epilepsy?

A: The results showed that 98.8% of respondents have good knowledge about epilepsy, 100% have a positive attitude, but 79.9% shows negative behavior towards people with epilepsy.

Q: What are the implications of the findings for students with epilepsy?

A: The reluctance of teachers to marry people with epilepsy or have in-laws with epilepsy can have a negative impact on the learning process and social interaction of students with patients with epilepsy.

Q: What can be done to address stigma and promote inclusive behavior among teachers?

A: Comprehensive education programs can help undermine stigma and increase understanding of epilepsy. Increased awareness and education can empower teachers to make informed decisions and promote inclusive behavior.

Q: What is the role of teachers in creating an inclusive learning environment?

A: Teachers play a crucial role in creating an inclusive learning environment, and their behavior can have a significant impact on the learning process and social interaction of students with patients with epilepsy.

Q: How can teachers promote inclusive behavior and create a safe and comfortable learning environment for all students?

A: Teachers can promote inclusive behavior by being aware of their own biases and prejudices, striving to create a safe and comfortable learning environment for all students, and providing them with the necessary skills and knowledge to support students with epilepsy.

Q: What are the recommendations for increasing awareness and education about epilepsy among teachers?

A: The following recommendations are made:

Increase awareness and education about epilepsy among teachers through comprehensive education programs.
Promote inclusive behavior among teachers by providing them with the necessary skills and knowledge to support students with epilepsy.
Create a safe and comfortable learning environment for all students, including those with disabilities such as epilepsy.
Encourage teachers to be aware of their own biases and prejudices and strive to create a inclusive learning environment for all students.

Q: What are the benefits of promoting inclusive behavior and creating a safe and comfortable learning environment for all students?

A: Promoting inclusive behavior and creating a safe and comfortable learning environment for all students can help form a more tolerant generation and respect differences, leading to a more inclusive and supportive learning environment.

Q: How can the findings of the study be applied in practice?

A: The findings of the study can be applied in practice by increasing awareness and education about epilepsy among teachers, promoting inclusive behavior among teachers, creating a safe and comfortable learning environment for all students, and encouraging teachers to be aware of their own biases and prejudices.

Q: What are the limitations of the study?

A: The study has several limitations, including the small sample size and the use of a questionnaire to collect data.

Q: What are the future directions for research on this topic?

A: Future research should focus on exploring the impact of stigma on students with epilepsy, developing effective strategies for promoting inclusive behavior among teachers, and evaluating the effectiveness of education programs in increasing awareness and education about epilepsy among teachers.