Abstract
<p>Stigma toward individuals with attention-deficit/hyperactivity disorder (ADHD) is common and can undermine well-being, particularly during adolescence. Effective school-based interventions to reduce stigma towards ADHD remain limited. The current randomized controlled trial evaluated the effectiveness of two ADHD awareness trainings (AATs) compared with teaching-as-usual (TAU) in reducing explicit and implicit stigmatizing attitudes. Both AATs combined psychoeducation with immersive experiences; in the traditional AAT (T-AAT), these consisted of teacher-led experiential exercises, whereas the gaming AAT (G-AAT) used a serious game. Adolescents (N = 599; aged 14–17 years) from 13 Flemish secondary schools were randomized to receive the G-AAT, T-AAT or TAU. Explicit and implicit stigmatizing attitudes were assessed before the training (T0), immediately after the training (T1), and at follow-up six weeks later (T2). Due to substantial attrition, primary analyses focused on participants who completed both T0 and T1 assessments. Multilevel analyses indicated that changes from T0 to T1 were more favorable in the T-AAT than in the G-AAT, although neither AAT differed significantly from TAU. Changes in explicit attitudes did not differ significantly between the AATs and TAU. Future research should prioritize strategies to improve completion of repeated assessments to further establish the effectiveness of ADHD awareness trainings in reducing stigmatizing attitudes among adolescents.</p>