Response to Letter to the Editor Regarding: Knowledge and Awareness of Tourette’s Syndrome Among Teachers in Eastern Region, Saudi Arabia

In this response to the Letter to the Editor regarding our article “Knowledge and Awareness of Tourette’s Syndrome among Teachers in Eastern Region, Saudi Arabia”, we address the correspondents’ methodological observations. We clarify that our questionnaire-based assessment was deliberately designed to measure declarative knowledge (the “knows” level of Miller’s pyramid) rather than applied classroom competence. We acknowledge the correspondents’ caution about dichotomising continuous variables using Bloom’s cutoff points and confirm that sensitivity analyses using continuous scoring yielded consistent conclusions. We thank the correspondents for their scholarly engagement and agree that future research should incorporate performance-based assessments and continuous scoring approaches.