Impact of an Educational Program on Teachers' Knowledge and Classroom Performance Regarding ADHD

NCT07510152 | Active Not Recruiting DMC

• 2 other identifiers: ADHD-TeacherTraining-2025-SUNo. 2575; 15/12/2025
• Study Type: interventional
• Target: 175
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

ADHD - Attention Deficit Disorder With Hyperactivity

Keywords

ADHD; Teachers; Knowledge; Classroom Performance; Training Program

Outcome Measures

Primary Outcomes (2)

• Teachers' Knowledge about ADHD

  Score on the Knowledge of Attention Deficit Disorders Scale (KADDS) questionnaire, 0-30 (Higher scores indicate better knowledge

  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)

  Baseline, immediately post-intervention, and 2 months post-intervention]

Secondary Outcomes (1)

• Teachers' Overall ADHD Knowledge and Classroom Performance

  Baseline, immediately post-intervention, and 2 months post-intervention

Study Arms (2)

Control group: Teachers Receiving Routine Classroom Education

NO INTERVENTION

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 Receiving Structured ADHD Educational Program

EXPERIMENTAL

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

Interventions

ADHD Educational Program for Primary School Teachers BEHAVIORAL

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 Receiving Structured ADHD Educational Program

Eligibility Criteria

• Age: 18 Years - 59 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• \- 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.

You may not qualify if:

• eachers who will be absent during the study period. Teachers who decline to participate or do not complete the study questionnaires.
• Teachers who do not have any students with a confirmed ADHD diagnosis in their class.

Sponsors & Collaborators

• Dlniya Ismail Rashid: lead

Study Sites (1)

Hawler Medical University, College of Nursing, Erbil, Kurdistan Region, Iraq, 44001

Erbil, 44001, Iraq

Location

MeSH Terms

Conditions

Attention Deficit Disorder with Hyperactivity

Condition Hierarchy (Ancestors)

Attention Deficit and Disruptive Behavior Disorders; Neurodevelopmental Disorders; Mental Disorders

Study Officials

• Hawler Medial Universty

  Hawler Medical University

  STUDY CHAIR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Masking Details: No additional parties are masked beyond those listed above. Teachers and program instructors are aware of group assignments.
• Purpose: TREATMENT
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: SPONSOR INVESTIGATOR
• PI Title: Assistant Lecture

Model Details: Control Group Type of Intervention: No intervention Description: Teachers in the control group will continue their usual teaching activities in the classroom without receiving any structured ADHD education program. Their knowledge and classroom performance will be assessed as usual to serve as a comparison with the intervention group. Intervention Group Type of Intervention: Educational / Structured Teaching Program Description: 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.

Study Record Dates

• First Submitted: March 24, 2026
• First Posted: April 3, 2026
• Study Start: September 1, 2024
• Primary Completion: January 1, 2025
• Study Completion (Estimated): October 25, 2026
• Last Updated: April 8, 2026

Record last verified: 2026-04

Data Sharing

• IPD Sharing: Will not share

Locations

IR (1)