Knowledge, belief, and self-efficacy towards autistic children in educational contexts: a global perspective in low and middle-income countries (LMICs)

Research on Autism Spectrum Disorder (ASD) in low and Middle −income countries (LMICs) is limited. Despite similar ASD prevalence between developed and developing countries, Yemen—one of these LMICs—lacks official statistics. Low awareness, stigma, and limited ASD diagnosis hinder the recognition and support of autistic children. This study examines Yemeni preschool teachers’ knowledge, beliefs, and self-efficacy toward ASD. Preschool teachers(360) from 12 schools in Taiz District are participated. Three validated Likert-scale questionnaires assessed knowledge, beliefs, and self-efficacy. The ASD Knowledge Questionnaire (ASD-Q) measured understanding of symptoms, treatment, and causes. The Beliefs Towards ASD Questionnaire (BASD-Q) (Religious Beliefs ; Social Beliefs; Personal Beliefs).The Self-Efficacy Questionnaire assessed confidence in addressing concerns and making referrals. Results showed low knowledge (48.6%) and moderately inaccurate beliefs (56.5%). Self-efficacy was moderate (41.2%). Regression analysis revealed knowledge and beliefs significantly predicted self-efficacy (p < 0.001). The study highlights the need for professional development to enhance ASD knowledge and beliefs, thereby boosting self-efficacy. Training can empower teachers to identify ASD, make timely referrals, and improve children’s well-being and academic success. Future research should focus on interventions to enhance PSTs’ self-efficacy in identifying ASD, especially in LMIC.