The research revealed the effectiveness of a program based on some cognitive and emotional therapy mechanisms to reduce attention deficit hyperactivity disorder among secondary school students with learning disabilities. The research tools consisted of a continuous matrix test, a diagnostic assessment scale for learning difficulties, a scale of attention difficulties with hyperactivity, and a treatment program based on some mechanisms of cognitive and emotional therapy in reducing social and emotional problems for people with learning difficulties. They were applied to a sample of (67) female students. Of the female students with learning difficulties in the secondary stage, they were divided into an experimental group and a control group. The results of the research confirmed the existence of statistically significant differences between the two groups in the dimensions of the Attention Deficit Hyperactivity Scale and the total score and that of the control group, as the high score indicates a high level of attention deficit hyperactivity disorder. The results also confirmed the existence of statistically significant differences between the post- and follow-up measurements of the dimensions of the Attention Deficit Hyperactivity Scale and the total score. The research recommended the necessity of making family counseling programs based on emotional cognitive therapy to help students with attention difficulties with hyperactivity that contribute to reducing the learning difficulties expected to occur.