Impact of an Educational Program on Teachers' Knowledge and Classroom Performance Regarding ADHD (TEACH-ADHD)

April 2, 2026 updated by: Dlniya Ismail Rashid

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

Study Overview

Status

Active, not recruiting

Conditions

Intervention / Treatment

Detailed Description

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.

Study Type

Interventional

Enrollment (Estimated)

175

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Locations

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

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

  • Adult

Accepts Healthy Volunteers

Yes

Description

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.

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Treatment
  • Allocation: Non-Randomized
  • Interventional Model: Single Group Assignment
  • Masking: None (Open Label)

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
No Intervention: Control group: Teachers Receiving Routine Classroom Education
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.
Experimental: Teachers Receiving Structured ADHD Educational Program
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.

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
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
Baseline, immediately post-intervention, and 2 months post-intervention]
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)
Baseline, immediately post-intervention, and 2 months post-intervention]

Secondary Outcome Measures

Outcome Measure
Measure Description
Time Frame
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.
Baseline, immediately post-intervention, and 2 months post-intervention

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

Dlniya Ismail Rashid

Investigators

  • Study Chair: Hawler Medial Universty, Hawler Medical University

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Actual)

September 1, 2024

Primary Completion (Actual)

January 1, 2025

Study Completion (Estimated)

October 25, 2026

Study Registration Dates

First Submitted

March 24, 2026

First Submitted That Met QC Criteria

March 27, 2026

First Posted (Actual)

April 3, 2026

Study Record Updates

Last Update Posted (Actual)

April 8, 2026

Last Update Submitted That Met QC Criteria

April 2, 2026

Last Verified

April 1, 2026

More Information

Terms related to this study

Keywords

Additional Relevant MeSH Terms

Other Study ID Numbers

  • ADHD-TeacherTraining-2025-SU
  • No. 2575; 15/12/2025 (Other Identifier: Hawler Medical university)

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

NO

IPD Plan Description

because I am a PhD student, it is special for me.

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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