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.

NCT Number	NCT07510152
Lead Sponsor	Dlniya Ismail Rashid
Conditions	ADHD - Attention Deficit Disorder With Hyperactivity
Enrollment	175 participants
Start Date	2024-09-01
Primary Completion	2025-01-01 (estimated)
Study Completion	2026-10-25 (estimated)
Updated on ClinicalTrials.gov	2026-04-08