Attention deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders in adolescents, which, in addition to attention problems, hyperactivity, and impulsivity, is associated with significant difficulties in emotion regulation. Recent studies have shown that failure in emotion regulation plays an important role in the occurrence of behavioral and academic problems in adolescents with ADHD. Among the important consequences of this failure are increased aggression and decreased school adjustment, which can affect academic performance, social relationships, and mental health of adolescents. The present study aims to investigate the effectiveness of emotion regulation training based on the Gross process model on aggression and school adjustment in adolescents with ADHD. This study is a quasi-experimental study with a pre-test-post-test design and a control group. The statistical population will include adolescents aged 13 to 17 with ADHD who referred to psychological centers in Alborz province in 2026. 56 people will be selected by convenience sampling and randomly assigned to two experimental and control groups. The experimental group will participate in 10 sessions of emotion regulation training based on the Gross model.

The Ahvaz Aggression Questionnaire and the Student Adaptation Questionnaire will be used to collect data. The data will be analyzed using analysis of covariance (ANCOVA). It is expected that emotion regulation training will help improve the behavioral and academic performance of adolescents with ADHD by reducing aggression and increasing school adaptation. The findings of this study can provide a basis for designing effective psychological interventions in educational and treatment centers.