This dissertation develops a program designed to tackle teacher stress and enhance knowledge about attention-deficit/hyperactivity disorder (ADHD) among elementary school teachers. Grounded in cognitive theory and labeling theory, the program addresses the prevalent issue of teacher burnout and elevated stress levels compared to other professions, while also exploring the impact of self-efficacy on teacher stress and burnout. Guided by cognitive theory and cognitive behavioral therapy (CBT) principles, the program targets the identification and replacement of negative thought patterns to enhance behavior and emotions. Anticipated outcomes include reduced teacher stress, heightened ADHD knowledge, improved self-efficacy, enriched teacher-student relationships, and ultimately, enhanced academic performance for students with ADHD. Evaluation of program effectiveness will rely on outcome measures such as the Perceived Stress Scale, Knowledge of ADHD Scale, and Teacher Self-Efficacy Scale. The 12-session program is set to be implemented district-wide with the aim of normalizing help-seeking behaviors and eliminating barriers to seeking support. Success will be measured against the program's objectives of stress reduction, increased ADHD knowledge, and enhanced self-efficacy. Amidst the evolving landscape of education, the prioritization of teacher well-being and professional development emerges as imperative. This program signifies a pivotal stride towards supporting teachers in navigating stress and enhancing their effectiveness as educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]