DEVELOPMENT OF A SCHOOL-BASED PSYCHO-BEHAVIOURAL SUPPORT PROGRAM FOR ENHANCING CLASSROOM ADJUSTMENT AMONG HYPERACTIVE PUPILS IN SOUTH-EAST NIGERIA

Abstract

Hyperactivity, frequently linked to attention deficit hyperactivity disorder (ADHD), poses substantial challenges to classroom adjustment, academic performance, peer relationships, and teacher-pupil interactions in Nigerian primary schools. This study evaluated a 12-week school-based psycho-behavioural support program integrating behaviour modification techniques, teacher training in differentiated instruction, and parent counselling sessions. Employing a quasi-experimental mixed-methods design across 30 primary schools (six per state), the research involved 600 hyperactive pupils, 400 teachers, and 200 parents. Pre- and post-intervention assessments using validated tools showed that attention span increased by an average of 28%, disruptive behaviours decreased by 22%, and peer interaction scores rose notably. Teachers reported enhanced classroom management efficacy, while parents gained confidence in home reinforcement strategies. The program yielded a scalable framework, including a training manual and policy recommendations, that supports Nigeria’s inclusive education agenda and Sustainable Development Goal 4. Findings highlight the feasibility and effectiveness of contextually adapted interventions in resource-constrained settings.