Impact of a Structured Teaching Program on Primary School Teachers’ Knowledge and Class Performance Regarding Attention-Deficit/Hyperactivity Disorder (ADHD) in Sulaimani City

Background and Aim: Primary school teachers play a critical role in identifying and managing students with Attention-Deficit/Hyperactivity Disorder (ADHD), yet many lack adequate training. This deficit can hinder effective classroom management and lead to poor education outcomes for affected children. This study aimed to evaluate the effectiveness of a structured teaching program on the improvement of teachers' knowledge and performance regarding ADHD in Sulaimani City, Iraq. Method: This quasi-experimental study with intervention and control groups was conducted between September 2024 and August 2025, including baseline assessment, post-intervention and follow-up phases. In selected public and private primary schools in Sulaimani City. A total of 175 teachers were recruited. Data were collected at baseline, immediately after the intervention and at follow-up using two standardized instruments: The Knowledge of Attention Deficit Disorder Scale (KADDS) and the Teacher Performance Scale on ADHD (TPS_ADHD), along with socio-demographic data. Data were analyzed using SPSS version 26.0. Descriptive statistics, chi-square tests, independent-samples t-test and mixed linear models were employed, with statistical significance set at p<0.05. Results: The intervention group demonstrated significantly greater improvements in both knowledge and classroom performance than the control group (p<0.001). The intervention groups' mean knowledge score increased from 33 51 at baseline to 69.21 immediately after the intervention and remained significantly higher than baseline at follow-up, with a mean of 59.98. Similarly, mean performance scores improved substantially from 29.15 at baseline to 65.43 immediately after the intervention and 67.00 at follow-up. Linear mixed model analysis demonstrated significant effects of group, time and group×time interaction on both knowledge and performance (p<0.001). Conclusion: A structured teaching program has a clear positive impact on primary school teachers' understanding of ADHD and their ability to manage related challenges in the classroom. Introducing organized, school-based training initiatives could serve as a feasible and effective approach to building teacher competence in supporting students with ADHD, especially in educational environments with limited resources.