ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD): RETHINKING THE SCHOOL'S APPROACH

Abstract

This article aims to understand how Attention-Deficit/Hyperactivity Disorder (ADHD) manifests itself in the school environment and how schools can better address this reality. ADHD has become an increasingly relevant topic in education, as many students experience difficulties with attention, organization, and behavior, posing significant challenges for teachers who often lack adequate preparation to meet their educational needs. This study is based on a bibliographic review that brings together and discusses contributions from different authors in order to understand how ADHD affects the teaching-learning process and to identify pedagogical strategies that promote educational inclusion. Books and scientific articles addressing both the clinical aspects of the disorder and its educational implications were analyzed. The findings indicate that many of the difficulties faced by students with ADHD are related not only to the disorder itself but also to the lack of teacher training and institutional preparedness. The study concludes that teacher education, curriculum flexibility, and the adoption of inclusive teaching practices can significantly improve the learning process and school experience of students with ADHD. Understanding ADHD as part of the diversity present in every classroom is an essential step toward building a more inclusive and equitable educational environment.