Status: active, participation possible

Children with ADHD often have a tendency to move, even when they are supposed to be doing tasks at school. They are often told to sit still. But perhaps moving during school work actually helps these children.

Our Goal

We want to investigate whether moving during school work is beneficial for children with ADHD. To do this, we will provide the children with a small bicycle under their desk for six weeks (a desk-bike). We want to see what effect this has on the child’s concentration, school performance, motivation, and academic self-esteem.


When a parent enrolls a child with ADHD, we first administer a questionnaire to the parent and teacher to determine if the child can participate. If the child is eligible, we visit the school. During this visit, we conduct some tasks with the child and administer some questionnaires. This process takes a maximum of one hour. Parents and teachers also fill out some questionnaires. The child then receives a desk-bike for six weeks*. After six weeks, we revisit the school for the tasks and questionnaires with the child.

*We want to compare a group of children with and without a desk-bike. Therefore, after the initial assessment, we randomly assign who receives the desk-bike immediately and who receives it after six weeks. This way, we have one group that has both a pre-test and a post-test and has used the desk-bike in between, and another group that has not used it, allowing us to compare these groups. All children ultimately receive the desk-bike for six weeks, but half of them wait initially.

Participation or more information?

Would you like to participate in the study, or would you like more information? Please contact Suzanne de Jong at or 0205988531.

The researchers:

Dr. Tycho Dekkers
Accare Child Study Center; Levvel

Saskia van der Oord
KU Leuven

Suzanne de Jong
Vrije Universiteit van Amsterdam

Other Projects


In the Paint-T trial, the effectiveness of the components of teacher training was examined by means of a microtrial, and in the follow-up study Paint T trial, the effectiveness of a combined teacher training will be examined.


In PAINT-IPDMA, an individual participant data meta-analysis is being conducted on psychosocial treatments for children and adolescents with ADHD. In the follow-up IPDMA study, the psychosocial treatments for children and adolescents with behavioural problems are investigated.


The aim of PAINT-S is to investigate the efficacy of an intervention to improve the interaction between children with ADHD and their siblings.


The PAINT-C study maps the care for children with ADHD and/or hyperactive behaviour in the Netherlands at municipalities, CJGs/District Teams and schools and investigates what predicts treatment choices in ADHD.


The study PLOS (Planning at School) investigates the effectiveness of a programme to support secondary school students with planning problems. PLOS consists of two parts PLOS-basic and PLOS-extra.


In PAINT-P the effectiveness of the components of parental training for ADHD was studied and in the follow-up studies Paint-POH, Paint-GZ and Paint-Pc the effectiveness of combined parental training in different settings will be studied.

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