The study aimed to identify the effectiveness of teaching science using self-regulated learning in achieving and developing self-management skills for students who suffer from hyperactivity and attention deficit hyperactivity disorder. The semi-experimental approach was implemented, where two tests were prepared, one for biology subjects and another for self-management skills. The study covered (80) students who were divided into (40) students with hyperactivity and (40) students with attention deficit disorder. The results showed that there were evident differences between the experimental group's and the control group's scores on the achievement test for hyperactive persons, with the experimental group's scores being higher. The results also suggested that the experimental group appeared to differ from the control group on the accomplishment test. Additionally, among those with hyperactivity, there were statistically significant differences between the mean estimates of the experimental group and the control group on the dimensional scale for the self-management skills test and its branches.