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Active, Not Recruiting

NCT Number: NCT07510152

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

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.

Active, Not Recruiting

This study is active but is not currently recruiting participants.

Key information

Conditions

ADHD - Attention Deficit Disorder With Hyperactivity Attention Deficit Disorder with Hyperactivity Attention Deficit and Disruptive Behavior Disorders Mental Disorders Neurodevelopmental Disorders

Age range

18 year–59 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

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

Erbil, 44001, Iraq

About this study

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.

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • 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

  • 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.

Treatment and study plan

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.

Primary outcomes

  1. Teachers' Knowledge about ADHD

    Time frame: Baseline, immediately post-intervention, and 2 months post-intervention]

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

  2. Teachers' Classroom Performance regarding ADHD Management

    Time frame: Baseline, immediately post-intervention, and 2 months post-intervention]

    Score on the ADHD Classroom Performance Questionnaire, 0-30 (Higher scores indicate better classroom performance)

Secondary outcomes

  1. Teachers' Overall ADHD Knowledge and Classroom Performance

    Time frame: Baseline, immediately post-intervention, and 2 months post-intervention

    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.

Sponsors and collaborators

Lead sponsor

Dlniya Ismail Rashid

Other

Registry information

Official study title

Effectiveness of an Educational Program on Primary School Teachers' Knowledge and Performance Regarding Attention-Deficit/Hyperactivity Disorder (ADHD)

Acronym: TEACH-ADHD

Important dates

Study start
2024
Primary completion
2025
Study completion
2026
First posted
Apr 3, 2026
Registry last updated
Apr 8, 2026

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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