The effectiveness of storytelling therapy on academic self-regulation, resilience, and aggression in students with ADHD

Background: Students with attention deficit hyperactivity disorder (ADHD) often face significant challenges in academic self-regulation, resilience, and aggression. Storytelling therapy, a creative and engaging intervention, offers a promising avenue for enhancing their cognitive, emotional, and behavioral skills. The present study aimed to investigate the effectiveness of storytelling therapy on aggression, resilience, and academic self-regulation in students with ADHD. Methods: The study utilized a quasi-experimental pretest-posttest control group design. The target population encompassed all students with ADHD residing in Ahvaz City during 2023. A convenience sample of 40 students was selected and randomly assigned to either the experimental (n=20) or control (n=20) group. Data collection instruments included the Academic Self-Regulation Questionnaire (ASRQ), the Connor-Davidson Resilience Scale, and the Aggression Questionnaire. The experimental group underwent 12, 60-minute storytelling therapy sessions, while the control group received no intervention. Data analysis was conducted using analysis of covariance (ANCOVA). Results: The results indicated a significant difference between the experimental and control groups of students with ADHD in all three variables of aggression, resilience, and academic self-regulation. Storytelling therapy led to a decrease in aggression and an increase in resilience and academic self-regulation in students with ADHD (P=0.001). Conclusion: Storytelling therapy effectively reduced aggression and improved resilience and academic self-regulation in students with ADHD. This creative intervention engages students emotionally and cognitively, fostering empathy, emotional regulation, and cognitive skills. While promising, further research is needed to fully understand its long-term impact and optimal implementation.