Neuro-linguistic programming's impact on academic performance in primary schoolchildren at risk of ADHD

Abstract

This study investigates the effects of Neuro-Linguistic Programming (NLP) on students at risk of Attention Deficit Hyperactivity Disorder (ADHD), recognizing the influential role of teachers in student development. Conducted over five months in a Lebanese private school, the cohort study involved 130 students (mean age: 8.7 years) spanning grades 1-5. Utilizing the NICHQ Vanderbilt Assessment Scale, teachers' pre- and post-intervention assessments, with sociodemographic data from caregivers, were collected. Significant improvements in inattentive and hyperactive symptoms post-NLP were noted, with ADHD percentages dropping to zero. Oppositional/conduct and anxiety/depression risks also decreased. Academic performance, particularly in written expression, showed notable improvement (18-9.1 %; p = 0.05). Teachers reported substantial advancements in high-risk ADHD children following NLP interventions, highlighting the importance of teacher-student relationships, motivation, confidence, and collaborative parent-teacher efforts in creating conducive learning environments. NLP can be used as an effective tool in addressing cognitive challenges and promoting positive behavioral changes.

Keywords

Attention Deficit Hyperactivity Disorder / Teachers / Students / School / Psychological symptoms / Academic performance

Ethics approval and consent to participate

After reviewing the study protocol, questionnaire, and consent form, the institutional review board of the faculty of pharmacy of the Lebanese University approved the study. Written informed consent was obtained from each participant.

Funding

This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

CRediT authorship contribution statement

Assem El-Kak: Writing - review & editing, Visualization, Investigation, Funding acquisition, Conceptualization. Georges Hatem: Writing - review & editing, Writing - original draft, Supervision, Funding acquisition, Formal analysis, Conceptualization. Furat Taha: Writing - original draft, Methodology, Investigation, Formal analysis, Data curation. Razan Mhanna: Writing - original draft, Methodology, Formal analysis, Data curation. Zeina Harakeh: Writing - original draft, Formal analysis, Data curation. Sanaa Awada: Writing - review & editing, Validation, Resources, Project administration, Conceptualization. Roula Bou Assi: Writing - review & editing, Visualization, Validation, Resources, Investigation, Conceptualization.

Declaration of Competing Interest

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. none'

Acknowledgments

We would like to acknowledge the valuable guidance and support of the school’s direction: Sr XX XX (Superior of the School) and XX XX (Responsible for the primary cycle). We also express gratitude for the collaboration of teachers, students, and their parents.

Consent for publication

Not applicable

Data availability

Data will be made available on request.

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