This study investigated the relationship between sociodemographic factors and the awareness of dysgraphia among primary school teachers.
Dysgraphia is a learning disability characteri ed by significant difficulties in handwriting skills and unfortunately, pupils with this disability are frequently misdiagnosed and mismanaged due to a number of which revolve around the lack of awareness of dysgraphia among school teachers and this consequently results in negative outcomes on the pupils’ academic and psychological wellbeing hence the need for this study. A descriptive survey design was employed, sample consisted of 191 teachers from randomly selected public and private primary schools in Lagos State. Data gathered a validated questionnaire comprising sociodemographic information and dysgraphia awareness assessment. The findings indicated a relatively low level of dysgraphia awareness among primary school teachers in Lagos State. Although 89% claimed awareness of dysgraphia as a learning disability, the average responses revealed higher unawareness (64.75%) compared to awareness (35.26%). The study tested five hypotheses related to sociodemographic factors’ impact on dysgraphia awareness. It found no significant relationship between gender, academic qualification, grade level of instruction, and dysgraphia awareness. However, significant associations were observed between dysgraphia awareness and school type (public or private) and years of teaching experience. Private school teachers and those with more teaching experience demonstrated higher dysgraphia awareness. This study recommends the implementation of in-service and pre-service training programs for teachers, the organi ation of awareness programs on dysgraphia, and the consideration of teaching experience in interventions and professional development related to dysgraphia.