ATTENTION DEFICIT HYPERACTIVITY DISORDER IN MILITARY POLICE OFFICERS: COGNITIVE IMPLICATIONS AND MEASURES TO ENHANCE LEARNING WITHIN INTERNAL MILITARY POLICE COURSES

Abstract

The recognition of Attention Deficit Hyperactivity Disorder (ADHD) as a persistent condition throughout adulthood has broadened the debate about its impacts in institutional contexts characterized by high cognitive demands, strict regulations, and hierarchical structure, such as military police forces. Although the increase in diagnoses in adults is partly associated with the improvement of diagnostic criteria and the greater dissemination of scientific knowledge, studies that systematically analyze the repercussions of ADHD on the teaching-learning process within the context of military police training are still scarce. In this sense, the present article aims to analyze the cognitive implications of ADHD in military police officers attending internal training, specialization, and professional development courses, as well as to discuss non-pharmacological pedagogical and institutional strategies capable of enhancing learning without compromising the structuring principles of the military organization.