An interventional study of ADHD Educational Program for Primary School Teachers in ADHD - Attention Deficit Disorder With Hyperactivity, sponsored by Dlniya Ismail Rashid. Active, not recruiting at 1 site in Iraq. Open to participants aged 18 Years to 59 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-04-08.
Sponsored by Dlniya Ismail Rashid · Not applicable, Interventional, and Treatment
This interventional study aims to evaluate the effectiveness of a structured teaching program designed to improve primary school teachers' knowledge and classroom performance regarding the management of children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). The study focuses on teachers who work with students previously diagnosed with ADHD based on official medical reports to ensure diagnostic accuracy and strengthen the validity of the intervention outcomes. The structured teaching program includes evidence-based information about ADHD characteristics, classroom behavior management strategies, and educational support techniques to enhance teachers' competence in managing children with ADHD in regular classroom settings.
The main research question of this study is whether participation in a structured teaching program can significantly improve primary school teachers' knowledge and classroom management performance when working with children diagnosed with ADHD.
This interventional study is designed to evaluate the effectiveness of a structured teaching program on improving primary school teachers' knowledge and classroom performance regarding children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) in primary schools in Sulaimaniya city. The study will involve two groups of teachers: an intervention group and a control group. Teachers in the intervention group will receive a structured teaching program designed to improve their understanding and classroom management performance related to children with ADHD, while teachers in the control group will not receive the structured teaching program during the study period.
The structured teaching program will include evidence-based educational content covering essential aspects of ADHD, including general information about the disorder, causes and risk factors, common signs and symptoms, early recognition of children with ADHD in classroom settings, and the importance of medical diagnosis based on professional assessment reports. In addition, the program will provide practical guidance on classroom management strategies, behavioral support techniques, instructional adaptations, and effective communication approaches for supporting children with ADHD in primary school environments.
The program also aims to strengthen teachers' skills in identifying learning difficulties associated with ADHD and applying appropriate behavioral and educational strategies to improve students' academic engagement and classroom participation. The effectiveness of the structured teaching program will be evaluated by comparing teachers' knowledge and classroom management performance before and after the intervention between the intervention and control groups.
1,514 studies on the registry are indexed under Attention Deficit Disorder with Hyperactivity; 255 are open to participants now.
This study's planned enrollment of 175 is above the median of 72 across 1,206 interventional studies indexed under Attention Deficit Disorder with Hyperactivity.
Browse Attention Deficit Disorder with Hyperactivity studies →This is the only study on the registry with Dlniya Ismail Rashid as lead sponsor.
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- Teachers currently teaching at the primary school level. Teachers who have at least one student medically diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) in their class.
Teachers willing to participate in the study.
Exclusion Criteria:
Teachers who do not have any students with a confirmed ADHD diagnosis in their class.
Type of Intervention: No intervention / Routine Education Description: Teachers in the control group will continue their usual teaching activities without receiving the structured ADHD education program. This includes routine or customary classroom teaching practices and any standard facility-based guidance or counseling that may occur during their regular schedule or follow-up. Their knowledge and classroom performance will be assessed as part of the study to allow comparison with the intervention group.
Teachers in the intervention group will receive a structured teaching program focusing on childhood Attention-Deficit/Hyperactivity Disorder (ADHD). The program includes information about ADHD characteristics, common signs and symptoms, recognition based on medical reports, and practical classroom management strategies. The goal is to enhance teachers' knowledge and improve their classroom performance when supporting children diagnosed with ADHD in primary school settings.
Behavioral: ADHD Educational Program for Primary School Teachers
A structured educational program designed to improve primary school teachers' knowledge and understanding of Attention-Deficit/Hyperactivity Disorder (ADHD), including classroom strategies and behavior management techniques.
Teachers' Knowledge about ADHD
Score on the Knowledge of Attention Deficit Disorders Scale (KADDS) questionnaire, 0-30 (Higher scores indicate better knowledge
Time frame: Baseline, immediately post-intervention, and 2 months post-intervention]
Teachers' Classroom Performance regarding ADHD Management
Score on the ADHD Classroom Performance Questionnaire, 0-30 (Higher scores indicate better classroom performance)
Time frame: Baseline, immediately post-intervention, and 2 months post-intervention]
Teachers' Overall ADHD Knowledge and Classroom Performance
Combined scores of the KADDS questionnaire (0-30) and ADHD Classroom Performance Questionnaire (0-30) to assess overall effect of the educational program. Higher combined scores indicate better knowledge and classroom performance.
Time frame: Baseline, immediately post-intervention, and 2 months post-intervention
Plan to share: No — because I am a PhD student, it is special for me.
No publications or documents are linked to this record.
This study is active, not recruiting, as verified in Apr 2026. You cannot join it, but the record below documents what was studied.
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