Examining the effectiveness of a social-play-based programme to reduce symptoms of Attention-Deficit/Hyperactivity Disorder in Saudi elementary school children.
Ten brief, teacher-run play sessions cut ADHD symptoms in elementary boys and the gains lasted two months.
01Research in Context
What this study did
Abdullah and colleagues ran a social-play club in a Saudi elementary school.
The group met twice a week for five weeks. Each meeting lasted one hour.
All participants were boys aged 8-10 with an ADHD diagnosis.
What they found
After the ten play sessions, ADHD symptoms dropped and stayed low for two months.
The boys followed the usual school routine while the club ran.
The drop in symptoms was bigger than in the routine-only group.
How this fits with other research
Gao et al. (2026) reviewed 30 studies and found 90 minutes of structured exercise each week gives the biggest social boost for kids with ADHD.
Abdullah’s programme fits that dose almost exactly, so the gains line up.
Chester et al. (2019) used the same play-plus-social format with autistic children and also saw social gains, showing the model crosses diagnoses.
Wong (2013) first showed teachers can run play-based routines in class; Abdullah moves the same idea into early elementary grades.
Why it matters
You can copy this club tomorrow. Pick a corner of the playground, bring a ball and some turn-taking games, and run two 30-minute clubs each week. No extra meds, no pull-outs, just structured play. Track hyperactive or off-task moments before and after — you should see a drop by week three.
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02At a glance
03Original abstract
BACKGROUND: Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental conditions in children, and can profoundly affect their social interactions, well-being, and relationships with parents, peers, and teachers. OBJECTIVE: This study investigated the effectiveness of a social-play-based intervention programme in reducing ADHD symptoms in a sample of 67 Saudi boys aged 8-10 diagnosed with ADHD. METHODS: The programme consisted of ten 60-minute sessions of play-based activities, delivered to the experimental group twice weekly for 5 weeks. The control group followed the usual school curriculum. Teachers and parents completed the Conners' Teacher Rating Scale-Revised: Short Form and Conners' Parent Rating Scale-Revised: Short Form for all participants at pre-test, post-test, and follow-up. RESULTS: The experimental group showed a significant reduction in ADHD-associated behavioural problems over time, with moderate to large effect sizes. No significant changes over time were found for the control group. The results were maintained at a 2-month follow-up. CONCLUSIONS: We recommend incorporating social-play-based activities and skill training into the school context. Reducing ADHD symptoms may improve children's academic performance and perspective on school.
Research in developmental disabilities, 2024 · doi:10.1016/j.ridd.2024.104798