2024, Vol. 4, Issue 2, Part A

Author(s)
Alice Akinyi

Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that significantly impacts children's academic performance and social interactions in classroom settings. This paper explores the role of classroom environments in shaping the learning outcomes of children with ADHD, focusing on physical, social, and instructional dimensions. The review highlights how factors such as seating arrangements, noise levels, teacher-student interactions, and instructional strategies influence attention, engagement, and task completion. Evidence from literature underscores the importance of structured and supportive environments tailored to the unique needs of children with ADHD. Despite the demonstrated benefits of ADHD-friendly environments, challenges such as limited teacher training, financial constraints, and societal stigma persist, hindering their effective implementation. This paper provides evidence-based recommendations to address these barriers, including professional development, inclusive classroom practices, and policy reforms. By prioritizing these strategies, educators can create equitable and supportive learning environments that enhance the academic and social development of children with ADHD. Future research should focus on scalable interventions and long-term outcomes to ensure sustainable impacts.

DOI: https://doi.org/10.22271/27891623.2024.v4.i2a.60

Pages: 50-55 | Views: 54 | Downloads: 17