ADHD AND SCHOOL LEARNING: CHALLENGES, PEDAGOGICAL STRATEGIES AND EDUCATIONAL INCLUSION

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a neurobiological condition that significantly compromises the academic, social, and emotional performance of school-age children. Characterized by inattention, hyperactivity, and impulsivity, the disorder directly affects executive functions essential for learning, such as working memory, organization, and inhibitory control. This article aims to analyze the implications of ADHD in the educational process, highlighting the main challenges faced by diagnosed students and pointing out inclusive pedagogical strategies. The research, of a qualitative and bibliographic nature, is based on renowned authors in the fields of neuropsychology and education. It is concluded that the effective inclusion of students with ADHD requires an interdisciplinary approach, involving school, family, and health professionals. Furthermore, the importance of continuing education for teachers and the adoption of differentiated pedagogical practices to ensure equity in teaching and the full development of students is emphasized.