STRUCTURED PLAY AS A LEARNING RESOURCE FOR STUDENTS WITH ADHD

Abstract

This study reports on a qualitative pedagogical experience that investigated the use of structured games as learning and inclusion resources for five students with Attention Deficit Hyperactivity Disorder (ADHD) in grades 2 through 5 of elementary school. Interventions took place in 2025 at a municipal school in Balneário Arroio do Silva, Santa Catarina, consisting of one-hour sessions over five separate days and utilizing the games *Torre de Equilíbrio* (Balancing Tower), *Monta Palavras Multidisciplinar* (Multidisciplinary Word Builder), and *Quebra-cabeça de Animais* (Animal Puzzle). The results indicated that the play-based activities fostered high intrinsic engagement and extended the time spent on tasks compared to the traditional model. Intentional mediation—employing multisensory strategies, task segmentation, and visual anchors—mitigated fluctuations in working memory and attenuated impulsivity. Structured gaming served as an essential external support for strengthening executive functions, thereby boosting the students' emotional self-regulation and their academic, social, and affective development within the school environment.