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Background: disruptive behavioral disorders among primary school children is oone of the most popular, which has negative social, psychological, educational, and physical repercussions on children and families. Objective: This study sought to determine effect disruptive behavioral disorders quality of learning among school chil dren. Methods: A descriptive cross-sectional design study was conducted at Baquba primary schools in Diyala Governorate, and the study period was extended from October 6th, 2024, to January 15th, 2025. A nonprobability purposive sample was used to include 275 teachers working at selected Baquba primary schools, Iraq. Data were collected using a self-admin istered questionnaire, two components of the st
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