Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental condition marked by inattention, impulsivity, and hyperactivity, often disrupting academic, social, and family dynamics. For parents, particularly mothers, managing ADHD can lead to significant stress, ineffective parenting practices, and strained parent-child relationships. Despite the acknowledgement of this challenge in Japan, specialized ADHD-focused parent training programs have been scarce—until now.

Researchers at the Okinawa Institute of Science and Technology (OIST) have developed Well Parent Japan (WPJ), a 13-week group-based training program designed to empower mothers of children with ADHD. The program focuses on enhancing psychological well-being, building ADHD-specific parenting skills, and fostering confidence in parenting.

Dr. Shizuka Shimabukuro, a researcher in OIST’s Human Developmental Neurobiology Unit and the program’s lead developer, has been instrumental in its creation and evaluation. Recognized with an award from Japan’s Ministry of Education, Culture, Sports, Science, and Technology (MEXT) for her contributions, Dr. Shimabukuro recently co-authored a paper published in the Journal of Child Psychology and Psychiatry. The study highlights the program’s effectiveness and cost-efficiency compared to standard treatments available in Japan.

“We implemented WPJ across three sites in Japan and found it more effective than usual treatments in these settings. Importantly, it was tested in community-based settings such as hospitals and developmental centres, rather than research labs, to ensure real-world applicability,” Dr Shimabukuro explains.

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Finding Strength in Community

The program’s group-based format has proven effective in creating a supportive community for mothers who often feel isolated or hesitant to seek help.

“In Japan, mothers are typically the primary caregivers, and many feel alone in managing their children’s challenges. WPJ provides a safe, shared space where they can connect with others facing similar issues, share struggles, and learn collaboratively,” says Dr. Shimabukuro.

WPJ itself is the product of over a decade of collaboration among researchers, clinicians, parents, and children with ADHD, blending international insights with the lived experiences of Japanese families. Professor Gail Tripp, head of OIST’s Human Developmental Neurobiology Unit and a co-author of the study, highlights this collaboration as a key strength:

“We worked closely with local and university hospitals, an economist in Tokyo, and a research colleague in the UK. OIST Innovation also supported the study, helping us move toward broader implementation. It’s been a deeply collaborative effort, and it’s rewarding to see it make a difference.”

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Overcoming Challenges During a Pandemic

Conducting clinical trials for WPJ was not without obstacles. The trials began shortly before the COVID-19 pandemic, requiring significant adjustments to the research design as conditions evolved.

“Coordinating trials across three sites while navigating constantly changing regulations was challenging,” recalls Dr. Shimabukuro. “I’m incredibly grateful for the commitment of the research team, who prioritized the health and safety of participants while ensuring robust data collection.”

Despite the difficulties, WPJ exceeded expectations, reducing parenting stress, enhancing parenting confidence, and alleviating family strain. Notably, the program achieved an attrition rate of just 7%, significantly lower than the typical 15% dropout rate in similar international studies under non-pandemic conditions.

“Our results show how much parents valued this program, even during such a challenging time,” says Professor Tripp.

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Expanding the Program’s Reach

The success of WPJ underscores the importance of supporting caregivers as agents of change for their children. As Dr. Shimabukuro explains, “Parents need to be cared for before they can care for others.”

With the program’s demonstrated impact, Dr. Shimabukuro and her team are exploring another crucial environment for children with ADHD: schools. They are piloting an educational video series, adapted from WPJ, aimed at supporting teachers.

“Teachers spend significant time with children and face their own challenges managing ADHD-related behaviors. By equipping teachers with knowledge and practical strategies, while providing a space for them to share experiences, we can create a consistent, supportive environment for these children,” she explains.

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Toward a Brighter Future

As licensed clinical psychologists, Dr. Shimabukuro and Professor Tripp are committed to blending clinical expertise and research to benefit children, families, and communities. Their ongoing efforts aim to deepen understanding of ADHD, improve access to support, and expand community resources.

“We hope to help families under strain by enhancing awareness and creating more places to receive support,” concludes Dr. Shimabukuro.

Preschool children who find it difficult to control their emotions and behaviour exhibit more symptoms of attention deficit hyperactivity disorder – known as ADHD – by age seven, according to a study.

Children aged between three and seven who are slower at acquiring skills to manage their intense emotions were also found to be at risk of displaying more conduct issues.

Experts say children were also more likely to show internalising behaviours at age seven, such as sadness and worries.

The study, led by the University of Edinburgh, is among the first to examine the links between early patterns of emotion regulation and school-age mental health.

The findings could help tailor targeted support for children who may benefit from enhanced preventative care before mental health issues emerge, researchers say.

Researchers at the Universities of Edinburgh, Northumbria and Oxford analysed a large dataset to test whether the progression of emotional development among children aged three to seven is related to the risk of common mental health issues.

They examined data from the UK Millennium Cohort Study, which follows the lives of around 19,000 young people born in 2000-02.

The researchers analysed questionnaires and interviews which surveyed parents on their children’s conduct, social behaviours, and emotional regulation skills.

They used statistical techniques to measure the link between emotional problems, conduct problems and ADHD symptoms at age seven.

Findings showed that a tendency to have extreme emotional responses and slower development in the ability to regulate those emotions was significantly associated with ADHD symptoms, internalising symptoms, and conduct problems in both male and female children at age seven.

This was the case even when other factors such as data on any pre-existing neurodevelopmental and mental health issues were taken into account.

Dr Aja Murray, of the University of Edinburgh’s School of Philosophy, Psychology and Language Sciences, who led the study, said: “Emotion regulation skills are acquired from early in life and are thought to strengthen gradually over childhood. Children, however, acquire these skills at different rates and slower acquisition may serve as a marker for neurodevelopmental and mental health issues. Our findings suggest that monitoring trajectories of emotion regulation over development could help identity which children are at risk of mental health issues.”