ADHD AND LEARNING DIABILITIES THESIS TOPICS IN PSYCHIATRY
This collection of ADHD and learning disorders thesis topics is designed for MD Psychiatry and DNB Psychiatry candidates who want clinically relevant questions that can be completed within one thesis period using routine child psychiatry assessments, school information, caregiver interviews and investigations already available in the treating centre. The emphasis is on feasible observational, comparative, prospective and record-based work across attention deficit hyperactivity disorder and specific learning disorder, with careful attention to diagnostic criteria, academic functioning, comorbidity, treatment adherence and educational support. Each topic can be developed into a child psychiatry research topic on ADHD and learning disorders, a structured psychiatry protocol for ADHD and learning disorders or a submission-ready psychiatry synopsis for learning disorders.
Last reviewed and updated: September 2026 · 2026–27 admissions
Attention Deficit Hyperactivity Disorder: Clinical Profile and Academic Functioning
Association of age at symptom onset with school absenteeism during the preceding three months among children and adolescents meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Comparison of academic functioning between children with predominantly inattentive presentation and those with combined presentation of attention deficit hyperactivity disorder during the current academic term: a comparative cross-sectional study
Association of teacher-reported classroom distractibility with incomplete classwork during the preceding month among school-going children diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of parent-reported homework supervision time with homework completion during the preceding month among children meeting diagnostic criteria for attention deficit hyperactivity disorder: a parent-child cross-sectional analytical study
Comparison of school attendance between boys and girls with attention deficit hyperactivity disorder during the three months preceding psychiatric assessment: a comparative cross-sectional study
Association of hyperactive behaviour reported at school with disciplinary complaints during the preceding three months among children diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of inattentive symptoms with examination performance during the most recent school term among adolescents meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of delayed diagnosis after symptom onset with academic failure during the preceding year among school-going children with attention deficit hyperactivity disorder: a cross-sectional analytical study
Comparison of academic impairment between children diagnosed before ten years of age and those diagnosed at ten years or older with attention deficit hyperactivity disorder: a comparative cross-sectional study
Association of repeated school complaints with time from symptom recognition to psychiatric consultation among children newly diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of classroom seat location with teacher-reported distractibility during the preceding month among children with attention deficit hyperactivity disorder attending mainstream schools: a cross-sectional analytical study
Association of class size with teacher-reported classroom difficulties during the preceding month among school-going children meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Comparison of school functioning between children with attention deficit hyperactivity disorder attending government and private schools during the current academic term: a comparative cross-sectional study
Association of daily homework duration exceeding two hours with parent-reported evening behavioural difficulty among children diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of school change during the preceding year with worsening academic functioning among children meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of hostel residence with missed homework and classroom attendance during the preceding month among adolescents diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Comparison of academic impairment between children with attention deficit hyperactivity disorder living in joint families and those living in nuclear families during the current school term: a comparative cross-sectional study
Association of excessive evening screen exposure with homework completion during the preceding month among school-going children meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of morning routine difficulties with late school arrival during the preceding month among children diagnosed with attention deficit hyperactivity disorder: a parent-child cross-sectional analytical study
Association of frequent loss of school materials with academic functioning during the current term among children meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of impulsive classroom behaviour with peer conflicts during the preceding three months among school-going children diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Comparison of peer relationship difficulties between children with predominantly inattentive and combined presentations of attention deficit hyperactivity disorder during the preceding three months: a comparative cross-sectional study
Association of extracurricular sports participation with classroom behaviour during the preceding month among children meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of daily physical activity with school attendance during the preceding three months among children and adolescents diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of parental educational level with age at first psychiatric consultation among children meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of rural versus urban residence with delay from school concern to specialist assessment among children newly diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of referral by school personnel versus family-initiated referral with age at diagnosis among children meeting diagnostic criteria for attention deficit hyperactivity disorder: a comparative cross-sectional study
Comparison of referral reasons between younger children and adolescents newly diagnosed with attention deficit hyperactivity disorder at a teaching hospital child psychiatry clinic: a comparative cross-sectional study
Association of repeated examination failure with treatment-seeking during the current academic year among adolescents meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of school refusal during the preceding three months with academic impairment among adolescents diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of baseline school absenteeism with attendance at twelve weeks among children receiving routine treatment for attention deficit hyperactivity disorder: a prospective observational study
Association of baseline homework non-completion with academic functioning after twelve weeks of routine treatment among children diagnosed with attention deficit hyperactivity disorder: a prospective observational study
Association of parental supervision at baseline with improvement in school attendance after twelve weeks among children receiving routine treatment for attention deficit hyperactivity disorder: a prospective observational study
Association of teacher involvement at treatment initiation with improvement in classroom functioning after twelve weeks among school-going children receiving routine attention deficit hyperactivity disorder care: a prospective observational study
Association of baseline symptom duration with persistence of school difficulties at twelve weeks among children newly treated for attention deficit hyperactivity disorder: a prospective observational study
Retrospective audit of attention deficit hyperactivity disorder presentations during the preceding two academic years according to age, sex, referral source and school-related complaint: a record-based study
Retrospective comparison of attention deficit hyperactivity disorder referrals during examination and non-examination months over the preceding two academic years: a record-based study
Retrospective audit of school absenteeism documented among children with attention deficit hyperactivity disorder during the preceding two academic years according to age and comorbidity: a record-based study
Retrospective comparison of attention deficit hyperactivity disorder diagnoses among children referred by schools and those brought directly by parents during the preceding two years: a record-based study
Retrospective audit of academic difficulties documented among children with attention deficit hyperactivity disorder during the preceding year according to inattentive, hyperactive and combined clinical presentations: a record-based study
Attention Deficit Hyperactivity Disorder: Comorbidity, Sleep, Lifestyle and Behaviour
Prevalence of oppositional defiant disorder and associated school disciplinary problems during the preceding three months among children meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional study
Comparison of academic impairment between children with attention deficit hyperactivity disorder with and without comorbid oppositional defiant disorder during the current academic term: a comparative cross-sectional study
Association of conduct disorder comorbidity with aggressive incidents during the preceding three months among adolescents diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of anxiety disorder comorbidity with school refusal during the preceding three months among children meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of depressive disorder comorbidity with school absenteeism during the preceding three months among adolescents diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Comparison of sleep-onset difficulty between children with attention deficit hyperactivity disorder with and without comorbid anxiety disorders during the preceding month: a comparative cross-sectional study
Association of bedtime after eleven at night with morning school lateness among adolescents meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of evening smartphone use exceeding two hours with sleep-onset difficulty during the preceding month among adolescents diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of late-night online gaming with missed morning classes during the preceding month among adolescents meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Comparison of weekday and weekend sleep duration among adolescents with attention deficit hyperactivity disorder and age-matched adolescents without psychiatric disorders: a comparative cross-sectional study
Association of caregiver-reported snoring with daytime inattentiveness at school among children diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of irregular bedtime with morning irritability during the preceding month among school-going children meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of skipped breakfast with first-period classroom difficulties during the preceding month among children and adolescents diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of caffeinated beverage consumption after evening with sleep duration among adolescents meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of physical inactivity with excessive screen time during the preceding month among adolescents diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Comparison of classroom functioning between children with attention deficit hyperactivity disorder participating regularly in sports and those without regular sports participation: a comparative cross-sectional study
Association of overweight or obesity based on body mass index with sedentary screen exposure among children receiving treatment for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of selective eating reported by caregivers with morning meal skipping among children meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of recurrent headaches with school absenteeism during the preceding three months among children diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of epilepsy comorbidity with school attendance during the preceding three months among children meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Comparison of academic functioning between children with attention deficit hyperactivity disorder with and without epilepsy at routine child psychiatry assessment: a comparative cross-sectional study
Association of tic disorder comorbidity with peer difficulties during the preceding three months among children diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Comparison of classroom functioning between children with attention deficit hyperactivity disorder with and without comorbid tic disorders during the current school term: a comparative cross-sectional study
Association of autism spectrum disorder comorbidity with school participation among verbally communicative children meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of intellectual developmental disorder comorbidity with dependence on parental homework supervision among children diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of current tobacco use with school or college absenteeism during the preceding three months among older adolescents diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of alcohol use during the preceding month with impulsive risk-taking behaviour among older adolescents meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of cannabis use during the preceding month with academic absenteeism among older adolescents diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of repeated disciplinary action at school with substance use during the preceding month among older adolescents meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Comparison of risk-taking behaviours between adolescents with attention deficit hyperactivity disorder with and without comorbid conduct disorder during the preceding six months: a comparative cross-sectional study
Association of baseline sleep disturbance with persistence of classroom inattentiveness after twelve weeks of routine attention deficit hyperactivity disorder treatment: a prospective observational study
Association of baseline evening screen exposure with school attendance at twelve weeks among adolescents receiving routine treatment for attention deficit hyperactivity disorder: a prospective observational study
Association of baseline oppositional behaviour with treatment attendance at twelve weeks among children receiving routine care for attention deficit hyperactivity disorder: a prospective observational study
Association of comorbid anxiety disorder at baseline with persistence of school refusal after twelve weeks among children receiving routine attention deficit hyperactivity disorder care: a prospective observational study
Retrospective audit of psychiatric comorbidity among children with attention deficit hyperactivity disorder during the preceding two years according to oppositional, anxiety, depressive and learning disorders: a record-based study
Retrospective audit of sleep complaints documented among children with attention deficit hyperactivity disorder during the preceding year according to age and medication status: a record-based study
Retrospective comparison of substance use documentation among adolescents with attention deficit hyperactivity disorder and adolescents with other child psychiatry diagnoses during the preceding two years: a record-based study
Retrospective audit of overweight and obesity among children receiving treatment for attention deficit hyperactivity disorder during the preceding year according to age and medication prescribed: a record-based study
Retrospective audit of school disciplinary problems among children with attention deficit hyperactivity disorder during the preceding two academic years according to comorbid oppositional or conduct disorder: a record-based study
Retrospective audit of sleep, screen use and school attendance documentation among adolescents treated for attention deficit hyperactivity disorder during the preceding twelve months: a record-based study
Attention Deficit Hyperactivity Disorder: Family Factors, Treatment Adherence and Service Utilisation
Association of parental recognition of inattentive symptoms as a health problem with shorter treatment-seeking delay among children newly diagnosed with attention deficit hyperactivity disorder: a parent-child cross-sectional analytical study
Association of family attribution of hyperactivity to deliberate misbehaviour with delay in psychiatric consultation among children meeting diagnostic criteria for attention deficit hyperactivity disorder: a parent-child cross-sectional analytical study
Comparison of treatment-seeking delay between children first evaluated by paediatricians and those first evaluated by psychiatrists for attention deficit hyperactivity disorder: a comparative cross-sectional study
Association of school referral with shorter duration from symptom recognition to diagnosis among children meeting diagnostic criteria for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of parental education with acceptance of long-term treatment recommendations among caregivers of children newly diagnosed with attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of joint versus nuclear family structure with consistency of medication supervision among children receiving routine treatment for attention deficit hyperactivity disorder: a parent-child cross-sectional analytical study
Association of caregiver employment with missed medication doses during the preceding month among children receiving pharmacological treatment for attention deficit hyperactivity disorder: a parent-child cross-sectional analytical study
Association of medication cost with missed doses during the preceding month among children receiving routine treatment for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of travel distance to the teaching hospital with missed follow-up visits during the preceding six months among children receiving attention deficit hyperactivity disorder treatment: a cross-sectional analytical study
Association of school examination schedule with missed psychiatric follow-up during the preceding three months among children receiving routine attention deficit hyperactivity disorder care: a cross-sectional analytical study
Association of perceived medication-related appetite reduction with missed doses during the preceding month among children receiving routine attention deficit hyperactivity disorder treatment: a cross-sectional analytical study
Association of perceived sleep-related medication adverse effects with parental treatment discontinuation during the preceding three months among children with attention deficit hyperactivity disorder: a cross-sectional analytical study
Comparison of adherence between children prescribed once-daily and multiple-daily-dose medication schedules for attention deficit hyperactivity disorder during the preceding month: a comparative cross-sectional study
Association of caregiver supervision of medication with adherence during the preceding month among school-going children receiving pharmacological treatment for attention deficit hyperactivity disorder: a parent-child cross-sectional analytical study
Association of parental concerns about dependence on psychiatric medication with missed doses during the preceding month among children treated for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of perceived improvement in school behaviour with continued medication use during the preceding three months among children receiving routine treatment for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of teacher-reported improvement with parental willingness to continue treatment among children receiving routine pharmacological care for attention deficit hyperactivity disorder: a parent-teacher cross-sectional analytical study
Association of family conflict regarding treatment with medication nonadherence during the preceding month among children receiving care for attention deficit hyperactivity disorder: a parent-child cross-sectional analytical study
Association of caregiver psychological distress with treatment supervision difficulty among families of children receiving routine attention deficit hyperactivity disorder care: a parent-child cross-sectional analytical study
Association of child behavioural difficulties with caregiver work absenteeism during the preceding three months among families of children with attention deficit hyperactivity disorder: a parent-child cross-sectional analytical study
Comparison of caregiver burden between families of children with attention deficit hyperactivity disorder alone and those with comorbid oppositional defiant disorder: a comparative cross-sectional study
Association of single-parent caregiving with missed psychiatric follow-up during the preceding six months among children receiving routine treatment for attention deficit hyperactivity disorder: a cross-sectional analytical study
Association of number of siblings with consistency of homework supervision among children meeting diagnostic criteria for attention deficit hyperactivity disorder: a parent-child cross-sectional analytical study
Association of parental psychiatric illness with treatment adherence during the preceding three months among children receiving care for attention deficit hyperactivity disorder: a parent-child cross-sectional analytical study
Association of family history of attention deficit hyperactivity disorder with earlier recognition of symptoms among children newly diagnosed with the disorder: a parent-child cross-sectional analytical study
Comparison of treatment adherence between children with and without another family member receiving psychiatric treatment during the preceding three months: a comparative cross-sectional study
Association of baseline caregiver treatment acceptance with medication adherence at twelve weeks among children newly receiving routine treatment for attention deficit hyperactivity disorder: a prospective observational study
Association of family accompaniment at first consultation with first-follow-up attendance among children newly diagnosed with attention deficit hyperactivity disorder: a prospective observational study
Association of baseline travel distance with twelve-week follow-up retention among children receiving routine treatment for attention deficit hyperactivity disorder: a prospective observational study
Association of baseline medication adverse effects during the first four weeks with adherence at twelve weeks among children receiving routine pharmacological treatment for attention deficit hyperactivity disorder: a prospective observational study
Association of teacher communication with the family at baseline with twelve-week school attendance among children receiving routine attention deficit hyperactivity disorder treatment: a prospective observational study
Association of baseline caregiver burden with treatment retention at twelve weeks among children newly diagnosed with attention deficit hyperactivity disorder: a prospective observational study
Retrospective audit of medications prescribed for attention deficit hyperactivity disorder during the preceding year according to age, comorbidity, dose frequency and follow-up documentation: a record-based study
Retrospective audit of baseline height, weight, pulse and blood pressure documentation among children starting pharmacological treatment for attention deficit hyperactivity disorder during the preceding year: a record-based study
Retrospective audit of medication adverse effects documented among children treated for attention deficit hyperactivity disorder during the preceding year according to medication prescribed: a record-based study
Retrospective comparison of first-follow-up default between children started on medication and children managed without medication for attention deficit hyperactivity disorder during the preceding year: a record-based study
Retrospective audit of attention deficit hyperactivity disorder referrals from paediatrics, schools and direct family attendance during the preceding two years: a record-based study
Retrospective comparison of follow-up default during monsoon and non-monsoon months among children receiving attention deficit hyperactivity disorder treatment over the preceding two years: a record-based study
Retrospective audit of parent counselling and school advice documentation among children diagnosed with attention deficit hyperactivity disorder during the preceding twelve months: a record-based study
Retrospective audit of treatment continuation at three months among children with attention deficit hyperactivity disorder according to medication status, comorbidity and caregiver accompaniment: a record-based study
Specific Learning Disorder: Clinical and Academic Profile
Clinical profile of school-going children meeting diagnostic criteria for specific learning disorder according to impairment in reading, written expression, mathematics and combinations of affected academic skills: a cross-sectional observational study
Comparison of age at diagnosis between children with reading impairment and children with mathematics impairment meeting diagnostic criteria for specific learning disorder: a comparative cross-sectional study
Association of delayed recognition of academic difficulty with repeated class failure during the preceding two academic years among children diagnosed with specific learning disorder: a cross-sectional analytical study
Association of reading difficulty with avoidance of reading aloud during the current school term among children meeting diagnostic criteria for specific learning disorder: a cross-sectional analytical study
Association of written expression difficulty with incomplete written examinations during the preceding academic term among children diagnosed with specific learning disorder: a cross-sectional analytical study
Association of mathematics impairment with avoidance of mathematics homework during the preceding month among children meeting diagnostic criteria for specific learning disorder: a cross-sectional analytical study
Comparison of school absenteeism between children with isolated reading impairment and those with multiple-domain specific learning disorder during the preceding three months: a comparative cross-sectional study
Association of repeated academic failure with school refusal during the preceding three months among children and adolescents diagnosed with specific learning disorder: a cross-sectional analytical study
Association of teacher recognition of learning difficulties with earlier specialist referral among children newly diagnosed with specific learning disorder: a cross-sectional analytical study
Comparison of referral age between children attending government and private schools who meet diagnostic criteria for specific learning disorder: a comparative cross-sectional study
Association of parental education with age at first assessment for specific learning disorder among school-going children presenting to a child psychiatry service: a cross-sectional analytical study
Association of rural versus urban residence with delay between first school concern and specialist assessment among children diagnosed with specific learning disorder: a cross-sectional analytical study
Association of school change during the preceding two years with academic decline among children meeting diagnostic criteria for specific learning disorder: a cross-sectional analytical study
Association of medium-of-instruction change with worsening academic difficulties during the preceding year among children diagnosed with specific learning disorder: a cross-sectional analytical study
Comparison of academic difficulties between multilingual children and predominantly single-language learners diagnosed with specific learning disorder at a teaching hospital: a comparative cross-sectional study
Association of daily homework duration with parent-child conflict during the preceding month among children meeting diagnostic criteria for specific learning disorder: a cross-sectional analytical study
Association of repeated private tuition attendance with family-reported academic stress among children diagnosed with specific learning disorder: a cross-sectional analytical study
Comparison of examination anxiety complaints between children with specific learning disorder and children with attention deficit hyperactivity disorder without learning disorder: a comparative cross-sectional study
Association of school teasing related to academic performance with school avoidance during the preceding three months among adolescents diagnosed with specific learning disorder: a cross-sectional analytical study
Association of peer comparison by family members with academic distress among children meeting diagnostic criteria for specific learning disorder: a cross-sectional analytical study
Association of parental criticism related to marks with school refusal during the preceding three months among children diagnosed with specific learning disorder: a cross-sectional analytical study
Association of repeated punishment for poor academic performance with treatment-seeking delay among children meeting diagnostic criteria for specific learning disorder: a cross-sectional analytical study
Association of academic failure with low participation in extracurricular activities among adolescents diagnosed with specific learning disorder: a cross-sectional analytical study
Comparison of academic functioning between boys and girls meeting diagnostic criteria for specific learning disorder during the current school year: a comparative cross-sectional study
Association of late diagnosis after fourteen years of age with educational stream change among adolescents meeting diagnostic criteria for specific learning disorder: a cross-sectional analytical study
Association of specific learning disorder involving multiple academic domains with repeated examination failure during the preceding two years: a cross-sectional analytical study
Comparison of academic impairment between children with isolated specific learning disorder and those with coexisting attention deficit hyperactivity disorder: a comparative cross-sectional study
Association of parent-reported daily reading practice with reading-related school participation among children diagnosed with specific learning disorder involving reading: a cross-sectional analytical study
Association of access to remedial education during the preceding six months with school attendance among children diagnosed with specific learning disorder: a cross-sectional analytical study
Comparison of school functioning between children receiving and not receiving routine remedial educational support for specific learning disorder: a comparative cross-sectional study
Association of baseline school absenteeism with school attendance after twelve weeks of routine educational and psychiatric care among children with specific learning disorder: a prospective observational study
Association of baseline family support with continuation of remedial education at twelve weeks among children diagnosed with specific learning disorder: a prospective observational study
Association of baseline school cooperation with academic attendance at twelve weeks among children receiving routine care for specific learning disorder: a prospective observational study
Association of baseline comorbid attention deficit hyperactivity disorder with persistence of academic difficulties at twelve weeks among children receiving routine multidisciplinary care: a prospective observational study
Retrospective audit of specific learning disorder diagnoses during the preceding two academic years according to reading, writing and mathematics impairment and age at diagnosis: a record-based study
Retrospective comparison of specific learning disorder referrals during examination and non-examination months over the preceding two academic years: a record-based study
Retrospective audit of school type among children diagnosed with specific learning disorder during the preceding two years according to government, private and other educational settings: a record-based study
Retrospective audit of class failure and school absenteeism documented among children with specific learning disorder during the preceding two academic years: a record-based study
Retrospective comparison of age at diagnosis between children with isolated specific learning disorder and children with coexisting attention deficit hyperactivity disorder: a record-based study
Retrospective audit of remedial education recommendations documented among children diagnosed with specific learning disorder during the preceding twelve months: a record-based study
Specific Learning Disorder: Comorbidity, Family Factors, Screening and Educational Services
Prevalence of attention deficit hyperactivity disorder among children meeting diagnostic criteria for specific learning disorder and association with school absenteeism during the preceding three months: a cross-sectional study
Association of attention deficit hyperactivity disorder comorbidity with repeated class failure among children diagnosed with specific learning disorder during the preceding two academic years: a cross-sectional analytical study
Prevalence of anxiety disorders among adolescents diagnosed with specific learning disorder and association with examination avoidance during the current academic year: a cross-sectional study
Association of depressive disorder comorbidity with school refusal during the preceding three months among adolescents meeting diagnostic criteria for specific learning disorder: a cross-sectional analytical study
Association of sleep disturbance with morning school absenteeism during the preceding month among adolescents diagnosed with specific learning disorder: a cross-sectional analytical study
Association of problematic smartphone use with homework non-completion during the preceding month among adolescents meeting diagnostic criteria for specific learning disorder: a cross-sectional analytical study
Comparison of academic functioning between children with specific learning disorder with and without comorbid attention deficit hyperactivity disorder during the current school term: a comparative cross-sectional study
Comparison of school attendance between adolescents with specific learning disorder with and without comorbid anxiety disorders during the preceding three months: a comparative cross-sectional study
Association of parental academic expectations with parent-child conflict during the preceding month among children diagnosed with specific learning disorder: a parent-child cross-sectional analytical study
Association of caregiver knowledge about specific learning disorder with use of remedial educational services during the preceding six months: a parent-child cross-sectional analytical study
Association of parental attribution of poor academic performance to laziness with delayed specialist assessment among children diagnosed with specific learning disorder: a parent-child cross-sectional analytical study
Association of family history of learning difficulties with earlier recognition of academic problems among children newly diagnosed with specific learning disorder: a parent-child cross-sectional analytical study
Comparison of caregiver distress between families of children with specific learning disorder alone and families of children with coexisting attention deficit hyperactivity disorder: a comparative cross-sectional study
Association of private tuition expenditure with family financial strain during the preceding academic year among children diagnosed with specific learning disorder: a parent-child cross-sectional analytical study
Association of caregiver employment with regular attendance at remedial education sessions during the preceding three months among children with specific learning disorder: a parent-child cross-sectional analytical study
Association of travel distance to specialist services with delay in assessment among children newly diagnosed with specific learning disorder: a cross-sectional analytical study
Association of referral from school versus self-referral by family with age at diagnosis among children meeting diagnostic criteria for specific learning disorder: a comparative cross-sectional study
Association of teacher awareness of learning disorders with specialist referral before repeated class failure among children diagnosed with specific learning disorder: a cross-sectional analytical study
Comparison of referral patterns between government and private school students diagnosed with specific learning disorder at a teaching hospital child psychiatry service: a comparative cross-sectional study
Association of receipt of formal school accommodations with examination attendance during the current academic year among adolescents diagnosed with specific learning disorder: a cross-sectional analytical study
Association of access to extra examination time with completion of written examinations during the preceding academic term among students diagnosed with specific learning disorder: a cross-sectional analytical study
Comparison of school attendance between children receiving formal educational accommodations and those without documented accommodations for specific learning disorder: a comparative cross-sectional study
Association of school refusal with delayed provision of educational accommodations among adolescents diagnosed with specific learning disorder: a cross-sectional analytical study
Association of repeated examination failure before diagnosis with subsequent dropout risk during the current academic year among adolescents meeting diagnostic criteria for specific learning disorder: a cross-sectional analytical study
Association of baseline caregiver understanding of specific learning disorder with continuation of remedial education at twelve weeks among children receiving routine care: a prospective observational study
Association of baseline teacher cooperation with school attendance after twelve weeks among children newly diagnosed with specific learning disorder: a prospective observational study
Association of baseline attention deficit hyperactivity disorder comorbidity with adherence to remedial educational recommendations at twelve weeks among children with specific learning disorder: a prospective observational study
Association of baseline examination anxiety with school attendance during the subsequent twelve weeks among adolescents receiving routine care for specific learning disorder: a prospective observational study
Association of family accompaniment at first specialist assessment with completion of recommended school documentation within twelve weeks among children diagnosed with specific learning disorder: a prospective observational study
Retrospective audit of psychiatric comorbidity among children with specific learning disorder during the preceding two years according to attention deficit hyperactivity disorder, anxiety and depressive disorders: a record-based study
Retrospective audit of school accommodation recommendations among children diagnosed with specific learning disorder during the preceding two academic years according to academic domain affected: a record-based study
Retrospective comparison of referral age between children with and without previous school-based remedial support among those diagnosed with specific learning disorder: a record-based study
Retrospective audit of educational certificates and accommodation documentation among adolescents with specific learning disorder during the preceding two academic years: a record-based study
Retrospective audit of school refusal among adolescents with specific learning disorder during the preceding two years according to anxiety, depressive and attention deficit hyperactivity disorder comorbidity: a record-based study
Retrospective comparison of specific learning disorder referrals from paediatrics, schools, child psychiatry and psychology services during the preceding two years: a record-based study
Retrospective audit of repeated class failure before diagnosis among children with specific learning disorder during the preceding two academic years according to age and school type: a record-based study
Retrospective audit of remedial education uptake after diagnosis among children with specific learning disorder during the preceding year according to residence and caregiver education: a record-based study
Retrospective comparison of follow-up attendance between children with specific learning disorder alone and those with coexisting attention deficit hyperactivity disorder during the preceding year: a record-based study
Retrospective audit of documented parent counselling and school liaison recommendations among children diagnosed with specific learning disorder during the preceding twelve months: a record-based study
Retrospective audit of academic accommodations, remedial education and psychiatric follow-up planning among children and adolescents treated for specific learning disorder during the preceding twelve months: a record-based study
Not the psychiatry subspeciality you need? Attention deficit hyperactivity disorder and learning disorders is one section of our full psychiatry collection — the hub page lists every subspeciality, each with its own free topic list. Updated September 2026.
📌 Updated for 2026–2027 MD Psychiatry ADHD and Learning Disorders admissions
The page has been reviewed for realistic recruitment, measurable school-related outcomes and diagnostic methods that can be completed in a teaching-hospital psychiatry setting.
Most projects need structured clinical assessment, validated symptom or academic-function measures, caregiver interviews and school records rather than specialised laboratory equipment.
Neuroimaging, genetic testing, research-only blood sampling and expensive cognitive batteries are not required for the majority of feasible thesis questions.
Publication potential is strongest when diagnostic criteria, informant source, treatment status, school context and comorbidity are specified before recruitment rather than added after analysis.
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Alongside attention deficit hyperactivity disorder and learning disorders protocols and synopses, support is also available for departmental presentations, journal club presentations, ethics committee presentations, and posters and oral presentations for medical conferences — for postgraduate residents, board trainees and research scholars across India and the GCC. Prepared by a practising doctor with long experience in medical publishing and thesis supervision.
Attention deficit hyperactivity disorder and learning disorders research outside India
The topics above work as research questions anywhere — what changes is the document the institution expects, and who approves it before data collection begins. The Gulf equivalent of an Indian synopsis is the attention deficit hyperactivity disorder and learning disorders research proposal submitted to an institutional review board, and it ordinarily carries three sections an Indian synopsis does not: a Gantt chart, a budget and resources section, and a Declaration of Helsinki statement.
Board and residency programmes — country by country
Saudi Arabia — SCFHS and the Saudi Board. Residency and fellowship training under the Saudi Commission for Health Specialties includes a research project with a set timeline, and the attention deficit hyperactivity disorder and learning disorders research proposal is the document prepared at the outset and cleared by the institutional review board before recruitment starts.
United Arab Emirates — DHA, DOH Abu Dhabi and MOHAP. Residents training in Dubai, Abu Dhabi and the northern emirates prepare an attention deficit hyperactivity disorder and learning disorders research protocol for their programme and submit it for institutional review board approval before any data are collected.
Qatar — DHP (formerly QCHP) and Hamad Medical Corporation. A attention deficit hyperactivity disorder and learning disorders IRB proposal is reviewed before recruitment, with the ethics section written to the institution's own template rather than a generic one.
Bahrain — NHRA. Trainees turning attention deficit hyperactivity disorder and learning disorders research topics into a project need the proposal cleared by their institutional research and ethics committee before fieldwork begins.
Oman — OMSB. Residency programmes under the Oman Medical Specialty Board include a research component, and the attention deficit hyperactivity disorder and learning disorders research proposal is the document assessed at the start of it.
Kuwait — KIMS. A attention deficit hyperactivity disorder and learning disorders study protocol goes to the institutional committee for approval before the project begins.
Arab Board programmes across the region. The Arab Board carries its own research requirement irrespective of the host country, and the attention deficit hyperactivity disorder and learning disorders proposal follows the same structure throughout.
Postgraduate degrees — Malaysia, the Gulf and beyond
Malaysia — MMed, the National Medical Research Register and MREC. A attention deficit hyperactivity disorder and learning disorders dissertation proposal for a Master of Medicine programme carried out in a Ministry of Health facility must be registered on the NMRR and approved by the Medical Research and Ethics Committee before the study begins, and the guidance asks for submission four to six months ahead of data collection. Every investigator on the study team registers on the NMRR as well, so the methodology, ethics and team sections are written in far more detail than an Indian synopsis requires.
PhD and Master's candidates elsewhere. University programmes generally require a full attention deficit hyperactivity disorder and learning disorders research proposal of roughly 6,000 to 10,000 words, with an extended literature review, a theoretical framework and a detailed methodology chapter.
PhD and MMed proposals are written individually by a medical doctor and revised until the supervisor accepts them. They are not produced by the automated protocol generator.
🔥 Trending research areas in ADHD and Learning Disorders for 2026–27
Parent-teacher symptom discordance: differences between home and school reports are increasingly useful for studying setting-specific impairment, referral delay and treatment response.
Sleep, screen exposure and school functioning: these are measurable, low-cost exposures that may modify inattentiveness, attendance and homework completion without requiring experimental intervention.
Educational accommodations and remedial support: uptake, continuity and school cooperation provide clinically meaningful outcomes for specific learning disorder beyond examination marks alone.
Routine-care adherence and service access: follow-up default, medication supervision, travel distance, caregiver beliefs and school liaison can be studied prospectively using ordinary clinic pathways.
Protocol and synopsis guidance
What an ADHD and Learning Disorders protocol must contain
Define the diagnosis before defining the outcome. For ADHD, state the diagnostic framework, symptom duration, age at onset, evidence of impairment and the settings from which information will be obtained. A parent or teacher rating scale can quantify symptoms but should not silently replace a clinical diagnosis. If both parent and teacher reports are used, specify whether disagreement will be analysed, reconciled by clinical assessment or handled according to a predefined rule.
For specific learning disorder, separate diagnosis from poor academic performance. State the academic domain affected, the validated assessment used, the child's age, language and medium of instruction, and how intellectual disability, uncorrected sensory impairment, inadequate schooling and major neurological or psychiatric conditions will be handled. School marks can be an outcome, but should not be used as the sole diagnostic criterion.
Fix the observation window and treatment state. Attendance, homework completion, disciplinary complaints and screen use require a stated recall period. Symptom ratings should record whether the child is untreated, newly treated or already receiving medication, and, where relevant, the interval since the last dose because classroom behaviour may differ across the day.
ADHD and Learning Disorders synopsis versus ADHD and Learning Disorders protocol
The synopsis states the research question and core plan. It usually includes the rationale, objectives, design, setting, participants, principal variables, broad analysis and ethics. For these topics, it should already make clear whether the participant group has formally diagnosed ADHD, formally diagnosed specific learning disorder, or both.
The protocol must operationalise every psychiatric and educational variable. It should name the diagnostic criteria, symptom or functioning instruments, informants, school-record source, recall period, medication status, comorbidity assessment and rules for missing teacher or school data. A project described only as a study of "severity" or "academic performance" is not reproducible until the scoring method and time window are fixed.
Avoid circular comparisons. If a teacher scale contributes to the ADHD diagnosis, the same scale should not then be presented as an independent validation outcome without acknowledging incorporation. Similarly, if poor academic achievement helped establish specific learning disorder, examination marks cannot automatically serve as an independent diagnostic reference standard.
Sample size and statistical analysis
The child is usually the unit of analysis. Parent ratings, teacher ratings, school records and clinician assessments are multiple measurements on the same child, not independent participants. The sample-size calculation should therefore be based on the primary child-level outcome or comparison rather than multiplying the number of informants.
Choose the analysis according to the question. Prevalence studies use proportions; two-group comparisons use tests appropriate to the distribution and scale of the variable; associations with continuous or binary outcomes may require regression when important confounders such as age, sex, comorbidity, medication status or school type must be adjusted. Repeated measurements at baseline and follow-up need paired or repeated-measures methods rather than independent-group tests.
Agreement is not diagnostic accuracy. Parent-teacher concordance can be assessed with agreement statistics appropriate to the scale, while correlation measures whether scores move together and does not show interchangeability. Sensitivity and specificity require a defensible reference standard; they should not be calculated merely by treating one questionnaire as the truth and another as the test.
1. How do I choose a feasible ADHD and Learning Disorders thesis topic?
For 2026–2027 admissions, start with a population that the department sees regularly and an outcome that is already documented or can be measured during routine follow-up. Clinic attendance, school absenteeism, parent-teacher ratings, treatment adherence, comorbidity and educational support are usually more feasible than rare neurobiological investigations. A topic becomes stronger when the diagnosis, exposure, outcome and observation window can all be stated in one sentence.
2. Which study designs are accepted for ADHD and Learning Disorders research?
Cross-sectional observational and analytical studies, comparative cross-sectional studies, prospective observational follow-up and retrospective record-based audits are all suitable when matched to the objective. A design should not be labelled prospective merely because data are entered after enrolment; there must be a future observation or outcome measured after baseline. For school-related questions, the academic term or recall period should be fixed in advance.
3. What should I settle with my guide before finalising the topic?
Settle the exact diagnostic framework, age range, clinic or school source, principal outcome, informants, scale or academic assessment, treatment status and the minimum school information that must be available. Also decide whether comorbid ADHD, anxiety, depression, autism spectrum disorder, intellectual developmental disorder or neurological illness will be excluded, stratified or adjusted for because these choices can materially change the interpretation.
4. What should I do if teacher reports or school records are incomplete?
Do not make teacher data an essential variable unless the department can reliably obtain it. The protocol should distinguish data that are mandatory for eligibility from data that are desirable but may be missing. If teacher ratings are central to the objective, define the permitted form of report, the time window, how non-response will be documented and whether children without teacher data will be excluded from that analysis rather than from the entire study.
5. What is the difference between a synopsis and a protocol for these topics?
The synopsis is the concise academic proposal submitted for approval, while the protocol is the operational document that allows another investigator to reproduce recruitment, assessment and analysis. In ADHD and learning-disorder work, the protocol needs more detail on informants, diagnostic criteria, language of assessment, academic domain, school documentation, recall periods and medication exposure than can usually fit into a short synopsis.
6. What are the main ethics issues in child psychiatry studies on ADHD and Learning Disorders?
Guardian consent is generally required for minors, with developmentally appropriate child assent from about seven years where applicable. Record-based audits may be eligible for a consent waiver when approved by the ethics committee and when identifiable information is not extracted unnecessarily. These observational topics should not add radiation, contrast administration or research-only venepuncture; if a separate blood-based objective is genuinely included, the protocol should justify it and state an age-appropriate blood-volume limit.
Psychiatric and school data require strict confidentiality because diagnoses, examination performance, behavioural complaints and family information can cause stigma if disclosed. Separate consent should be obtained for identifiable photographs, audio or video recordings. The protocol should also name an escalation pathway for clinically significant self-harm risk, abuse, severe depression, substance use or another safeguarding concern discovered during assessment, rather than treating such findings only as research data.
7. What is the most common methodological mistake in ADHD and Learning Disorders research?
The most important error is treating a rating scale or poor school performance as if it were the diagnosis. ADHD symptoms vary by setting, informant and medication timing, while specific learning disorder requires evidence that academic difficulty is persistent and not better explained by inadequate instruction, language mismatch, sensory impairment, intellectual disability or another disorder. A protocol should therefore separate the diagnostic process from the outcome measures it intends to analyse.
A second error is using parent-teacher disagreement as proof that one informant is wrong. Home and school are different environments, so discordance can be clinically meaningful. If agreement is the research question, analyse agreement directly; if diagnosis is the research question, use the predefined clinical diagnostic framework rather than selecting whichever rating supports the expected result.
8. Can these topics be used for PhD proposals or board research projects outside the Indian MD pathway?
Yes, but the document structure and methodological depth differ. A PhD proposal generally needs a broader research gap, stronger conceptual framework and a programme of work beyond a single MD-style synopsis. For residency and board pathways, the same focused question can often be adapted to the mandatory research-project or proposal requirements used by SCFHS and the Saudi Board, the Arab Board of Health Specializations, and DHP, DHA, DOH and MOHAP-linked training programmes, provided the local board format, supervision and ethics requirements are followed.
9. When should I register an ADHD and Learning Disorders thesis protocol?
Registration should occur after the guide has approved the final question, variables and feasible recruitment source but before participant enrolment or prospective data collection begins. Ethics approval, institutional registration and any university synopsis submission should follow the local sequence. Retrospective work should likewise define the record period and analysis plan before the dataset is extracted for research.
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