Educational Practices for Attention Deficit Hyperactivity Disorder


Each person is unique in their characteristics, and children are no exception. However, most public organizations, such as schools, follow the needs of the vast majority. At the same time, some personal needs of individual members of society may be ignored. In the context of a school, failure to consider the child’s characteristics, such as the presence of chronic conditions, can lead to poor academic performance, antisocial behavior, and even stigmatization. Therefore, the teacher must independently modify their educational process to pay attention to every child, even one who stands out from the others. This paper aims to analyze one such condition, Attention Deficit Hyperactivity Disorder (ADHD), and find ways to change educational practices to meet the needs of students with ADHD.

Attention Deficit Hyperactivity Disorder

This disorder is one of the most common yet poorly detected and occurs in many children and adults around the world. The essence of ADHD is the display of inappropriate demeanor associated with either severe lack of attention or hyperactivity (Faraone et al., 2021). Three types of this disorder are distinguished according to the kind of most pronounced behavior: inattention, hyperactivity, or an equal combination of these two components (“What is ADHD,” 2021). The most common symptoms in people with ADHD are frequent forgetfulness, impulsivity, and difficulty assessing risks. Such behavior can lead to a wide variety of problems from both a social and physical perspective as, for example, excessive inattention can lead to injury. In addition, although the causes of this condition are not known, it has been established that it begins in childhood and can persist until full adulthood, significantly complicating a person’s life (Faraone et al., 2021). Therefore, meeting the needs of a child with ADHD is necessary for the successful process and for the adequate development of the personality, which increases the importance of modifying educational practices.

However, the work to meet these needs depends equally on the parents and the teacher. Studies show that many educators who work with children with ADHD note unfavorable family environments that make it difficult to interact with the child (Russell et al., 2019). Therefore, from my point of view, for the most effective result, modification of the educational process and curriculum should involve parents. A theoretical method for this could be the Behavioral Parent and Teacher training (BPT) enhanced specifically for ADHD (Van der Oord & Tripp, 2020). In this case, the main emphasis should be placed on altered reinforcement sensitivity in the form of a system of rewards and punishments. This system must be strictly coordinated with the parent and executed in the same manner since its maximum efficiency can be achieved in this way (Russell et al., 2019). Outside the context of BPT, I would also introduce positive role model and non-isolation factors. According to research, these elements are often formed incorrectly in families of children with ADHD, so compensating for them in the educational process can have a positive effect on the child.


Thus, ADHD is an actual and widespread problem that affects both children and adults. Its symptoms are easily overlooked, attributing them to ordinary inattention or fatigue. However, these factors make an intervention in the school context only more necessary. In the absence of particular actions on the part of the teacher, the child will not only show lower academic performance but may also become an object of stigmatization or a source of problems. Therefore, I would use a BPT approach adapted to the ADHD context to address this issue. In addition, effective options seem to me to create a positive role model in the teacher and ensure active and correct interaction with the team to prevent isolation. Thus, the child will not only listen to the educator and be more involved in the learning process but will also form as a person among classmates.


Faraone, S. V., Banaschewski, T., Coghill, D., Zheng, Y., Biederman, J., Bellgrove, M. A., Newcorn, J. H., Gignac, M., Al Saud, N. M., Manor, I., Rohde, L. A., Yang, L., Cortese, S., Almagor, D., Stein, M. A., Albatti, T. H., Aljoudi, H. F., Mohammed, M., Alqahtani, J., … Wang, Y. (2021). The world federation of ADHD international consensus statement: 208 evidence-based conclusions about the disorder. Neuroscience & Biobehavioral Reviews, 128, 789-818. Web.

Russell, A. E., Tay, M., Ford, T., Russell, G., & Moore, D. (2019). Educational practitioners’ perceptions of ADHD: A qualitative study of views of the home lives of children with ADHD in the UK. British Journal of Special Education, 46(1), 8-28. Web.

Van der Oord, S., & Tripp, G. (2020). How to improve behavioral parent and teacher training for children with ADHD: Integrating empirical research on learning and motivation into treatment. Clinical Child and Family Psychology Review, 23(4), 577-604. Web.

What is ADHD? (2021). Centers for Disease Control and Prevention. Web.

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ChalkyPapers. (2023, October 23). Educational Practices for Attention Deficit Hyperactivity Disorder. Retrieved from


ChalkyPapers. (2023, October 23). Educational Practices for Attention Deficit Hyperactivity Disorder.

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ChalkyPapers. (2023) 'Educational Practices for Attention Deficit Hyperactivity Disorder'. 23 October.


ChalkyPapers. 2023. "Educational Practices for Attention Deficit Hyperactivity Disorder." October 23, 2023.

1. ChalkyPapers. "Educational Practices for Attention Deficit Hyperactivity Disorder." October 23, 2023.


ChalkyPapers. "Educational Practices for Attention Deficit Hyperactivity Disorder." October 23, 2023.