Pedagogical Strategies for Students with ADHD in Basic Education

Lúcia Aparecida Parreira; Maria Fernanda Celli De Oliveira

DOI: 10.22167/2675-6528-202603175

Article derived from a Course Conclusion Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by Instituto Pecege for textual synthesis and organization.

Summary

The study analyzed the profile and difficulties of students with Attention Deficit Hyperactivity Disorder (ADHD) in the second cycle of Elementary School and High School in a private school in Barretos, São Paulo, and proposed pedagogical strategies based on neuroscience, psychology, and pedagogy to favor teaching and learning. A qualitative, descriptive-analytical research was conducted through documentary analysis of institutional records of 15 students diagnosed with ADHD or under investigation, many with comorbidities such as dyslexia, anxiety, Autism Spectrum Disorder, Central Auditory Processing Disorder, and dyscalculia. The data were analyzed using thematic content analysis. The results showed that students with ADHD presented significant difficulties in attention, organization, planning, and behavioral control, directly impacting learning and associated with alterations in executive functions. The proposed strategies, such as task fragmentation, use of visual resources, environmental organization, active methodologies, and continuous feedback, demonstrated potential to favor the cognitive, emotional, and academic development of students. It was concluded that pedagogical practices based on scientific evidence contribute to a more inclusive education, promoting autonomy, engagement, and improvement in the academic performance of students with ADHD.

Keywords: Learning; Basic education; Inclusion; Pedagogical practices; ADHD.

1. Introduction

Attention Deficit Hyperactivity Disorder (ADHD) has been consolidated as one of the main contemporary challenges in the educational field, especially within Basic Education. It is characterized as a neurodevelopmental disorder with persistent patterns of inattention, impulsivity, and hyperactivity. These patterns are associated with alterations in the functioning of neural circuits related to executive functions, especially in the prefrontal regions of the brain. These functions include inhibitory control, working memory, cognitive flexibility, planning, and self-regulation, skills considered fundamental for academic success (Barkley, 2008).

From a neuroscientific point of view, studies indicate that ADHD is related to dysfunctions in the dopaminergic and noradrenergic systems, which are responsible for modulating attention, motivation, and behavioral control. These alterations directly impact the student’s ability to maintain focus, organize tasks, persist in activities, and regulate emotions. In the school context, this is reflected in learning difficulties, low adherence to activities, and behaviors considered inappropriate.

In Elementary School II and High School, these difficulties become even more evident due to the intensification of cognitive demands, the requirement for autonomy, and the complexity of school content. The student with ADHD, in this scenario, frequently presents challenges in managing time, organizing materials, keeping up with the class pace, and maintaining attention in prolonged activities. These difficulties can generate frustration, feelings of inadequacy, and, in some cases, school disengagement.

From the perspective of the historical-cultural theory, learning is understood as a socially mediated process, in which the development of higher psychological functions occurs through interactions with others and the environment. Vygotsky (1991) highlights that pedagogical mediation is essential to promote the student’s progress in their Zone of Proximal Development (ZPD). In the case of students with ADHD, this mediation is even more relevant, as it contributes to the organization of thought, the direction of attention, and the development of cognitive strategies. Complementing this approach, neuropsychopedagogy proposes an integration of knowledge from neuroscience, psychology, and education, enabling a broader understanding of learning difficulties (Fonseca, 2014). Thus, ADHD is understood as a condition that requires specific and intentional pedagogical interventions.

This research was developed from the reality of a private educational institution located in the municipality of Barretos, state of São Paulo, which serves students from Kindergarten IV to High School. The school has a structured pedagogical organization and systematic monitoring of student performance, resulting in low dropout and repetition rates. However, even in a structured institutional context, the presence of students with ADHD, often associated with comorbidities such as anxiety and dyslexia, poses significant challenges to the teaching and learning process. From the perspective of educational neuroscience, such challenges require pedagogical practices that respect the student’s brain functioning, fostering attention, motivation, and engagement.

In this sense, strategies such as organizing the environment, task fragmentation, the use of visual resources, alternating activities, and immediate feedback prove to be effective, as they dialogue with the principles of the neuroscience of learning. Given this scenario, it becomes fundamental for the school to develop pedagogical practices based on scientific evidence, articulating knowledge from neuroscience, psychology, and education, in order to promote more meaningful and inclusive learning. Thus, the present study aims to analyze, through documentary research, the profile and difficulties of students with Attention Deficit Hyperactivity Disorder (ADHD) in Elementary School II and High School in a private school in the interior of São Paulo, proposing pedagogical strategies that favor the teaching and learning process.

2. Material and Methods

The present study was characterized as qualitative, descriptive-analytical research, based on documentary analysis and interpretation of institutional data. This approach justified the understanding of the manifestations of Attention Deficit Hyperactivity Disorder (ADHD) in the school environment, considering its cognitive, behavioral, and pedagogical implications.

The research was developed in a private educational institution located in the municipality of Barretos, state of São Paulo, named Escola Alfa. The institution serves students from Kindergarten IV to High School and has a structured pedagogical organization. The temporal scope of the research comprised the academic year of 2025.

The study included 15 students from Ensino Fundamental II and Ensino Médio (Middle and High School), with ADHD diagnoses or undergoing investigation. The presence of comorbidities such as dyslexia, anxiety, Autism Spectrum Disorder (ASD) level 1, Central Auditory Processing Disorder (CAPD), and dyscalculia was observed.

The data collection occurred through the analysis of institutional records, such as pedagogical reports, monitoring sheets, school documents, family reports, and results from diagnostic assessments and simulations from the SAS Educação system.

For the research, authorization was obtained via a Term of Agreement with the educational institution, ensuring exclusive access to pedagogical data for academic purposes. Ethical principles were respected, ensuring confidentiality, non-identification of participants (fictitious names), and information secrecy.

The data were organized and analyzed using the content analysis technique, from a thematic perspective. This procedure allowed for the identification of core meanings present in the analyzed records, enabling the systematic organization, categorization, and interpretation of information for understanding the investigated phenomenon.

The categories of analysis were structured deductively and inductively, starting from both the theoretical references and the emergent elements from the data. The following axes were considered: Executive functions (attention, inhibitory control, working memory, and planning), Behavior and self-regulation, Academic performance, and Pedagogical demands and teaching strategies.

Each axis was operationalized from specific indicators observed in institutional records. For executive functions, records related to attention, inhibitory control, working memory, and planning were considered (Barkley, 2008). For behavior and self-regulation, we sought to identify occurrences of impulsive behaviors and signs of self-regulation and persistence.

On the academic performance axis, aspects such as classroom participation, activity organization, task completion, and evaluative engagement were analyzed. On the pedagogical demands and teaching strategies axis, the interventions adopted or recommended were identified, such as task fragmentation, use of visual resources, and organization of the study environment.

The analysis was interpretive, articulating empirical data with Barkley (2008), Vygotsky (1991), and Fonseca (2014). This approach allowed for the understanding of ADHD as a disorder related to executive functions and behavioral self-regulation, emphasizing pedagogical mediation and integrated neuropsychopedagogy.

The interpretation of the data was guided by the principles of cognitive neuroscience and learning, considering ADHD associated with alterations in the prefrontal cortex and neural circuits of attention, behavior, and emotions. Principles of educational neuroscience, such as the importance of attention, emotion, motivation, repetition, organization, and meaning for learning, were considered.

The influence of the environment and social interactions on neural development was also considered. The research, being exclusively documentary and without direct intervention, was characterized as minimal risk, ensuring confidentiality.

3. Results and Discussion

This study investigated the profile and difficulties of students with Attention Deficit Hyperactivity Disorder (ADHD) in Elementary School II and High School in a private school in Barretos, São Paulo, and proposed pedagogical strategies aligned with neuroscience, psychology, and pedagogy. Documentary analysis of institutional records of 15 students revealed a complex scenario, marked by significant challenges in executive functions and learning, often aggravated by the presence of comorbidities. The findings underscore the need for individualized, evidence-based pedagogical approaches to promote more inclusive and effective educational development.

Student Profile and Comorbidities

The research included 15 students, of whom 14 (93.3%) were in Middle School (Ensino Fundamental II) and only 1 (6.7%) was in High School (Ensino Médio). A notable concentration was observed in the 9th grade, with 7 students (46.7% of the sample), followed by the 8th grade, with 3 students (20%), and the 6th and 7th grades, with 2 students each (13.3%). This age and grade distribution suggests that academic and social demands intensify in the final stages of Middle School, making the manifestations of ADHD more evident and challenging for students and the educational institution.

Regarding the diagnostic profile, it was found that 4 students (26.7%) presented isolated ADHD, without registered comorbidity. Two students (13.3%) were undergoing diagnostic investigation, and 1 student (6.7%) had a diagnosis of ADD, without the hyperactivity component. However, the majority, 8 students (53.3%), presented ADHD associated with some comorbidity, evidencing the complexity of the cases. The presence of comorbidities amplifies the challenges, requiring a more sensitive pedagogical approach articulated to the multiple dimensions of human development, as highlighted in the literature (Barkley, 2008).

Among the identified comorbidities, anxiety was the most prevalent, present in 3 students (20% of the sample), including one case of generalized anxiety. Other conditions, such as dyslexia, Autism Spectrum Disorder (ASD) level 1, Central Auditory Processing Disorder (CAPD), dyscalculia, and unspecified learning disorder, were observed in one student for each condition, corresponding to 6.7% of the sample individually. This heterogeneity of profiles reinforces the need for individualized pedagogical strategies, which consider the interactions between the different cognitive, emotional, and pedagogical factors that influence learning.

Scientific literature points to a higher incidence of ADHD diagnoses in males, with proportions ranging from 2:1 to 3:1 compared to females (Rohde; Halpern, 2004; Barkley, 2008). However, this predominance should be analyzed with caution, as studies indicate a diagnostic bias related to differences in symptom manifestation. Boys tend to exhibit more externalizing behaviors, such as hyperactivity and impulsivity, while girls frequently manifest internalizing symptoms, such as inattention and emotional difficulties, which can lead to underidentification of the disorder in this group (Benczik, 2000; Fonseca, 2014).

Difficulties in Executive Functions

Institutional records revealed that students with ADHD presented significant difficulties in executive functions, essential for academic success. Impairment was observed in attention, inhibitory control, working memory, and planning. These difficulties are consistent with the neuroscientific understanding of ADHD, which associates it with alterations in the functioning of the prefrontal cortex and neural circuits responsible for regulating attention, behavior, and emotions (Barkley, 2008).

Inattention manifested as an inability to sustain focus on prolonged or complex tasks, resulting in frequent interruptions and difficulty following instructions. Impaired inhibitory control led to impulsive behaviors, such as classroom interruptions and difficulty waiting for one’s turn. Deficient working memory impacted students’ ability to temporarily hold information for processing, hindering problem-solving and comprehension of longer texts.

Planning, another crucial executive function, proved to be a challenge for students, who frequently had difficulty organizing their tasks, managing their time, and establishing priorities. This limitation directly impacts the ability to complete projects, prepare for assessments, and develop autonomy in their studies. The analysis of these findings reinforces the perspective that ADHD is not merely a behavioral problem, but a neurobiological condition that requires specific and intentional pedagogical interventions.

Behavior and Self-Regulation

Difficulties in behavioral self-regulation have been widely documented in pedagogical records. Students with ADHD frequently demonstrated impulsivity and hyperactivity, manifested by restlessness, difficulty staying seated, and hasty responses. These behaviors, although more visible, are reflections of dysfunctions in executive functions and emotional regulation, which impact the student’s ability to modulate their reactions to the environment and school demands.

Persistence in the face of school difficulties also proved to be a challenge. Many students showed low frustration tolerance and tended to give up on complex tasks or those requiring prolonged effort. This lack of persistence, combined with difficulty in self-regulation, can create a cycle of failure and disengagement, affecting self-esteem and intrinsic motivation for learning. Pedagogical mediation, according to Vygotsky (1991), becomes crucial to help students develop coping strategies and regulate their emotions and behaviors.

Academic Performance

The impact of ADHD on academic performance was evident in the analyzed records. Students presented difficulties in keeping up with the pace of the class, organizing materials, and maintaining attention in prolonged activities. Classroom participation was inconsistent, and the completion of tasks and engagement in evaluation processes were frequently compromised. These observations corroborate the literature that associates ADHD with significant challenges in the school environment, which can lead to performance below the student’s potential.

The diagnostic assessments and simulations from the SAS Educação system, used by the school, also indicated learning gaps and difficulties in consolidating content. These challenges were not limited to a specific area of knowledge but manifested transversally, affecting various disciplines. The lack of organization and planning, stemming from deficits in executive functions, hindered preparation for exams and the submission of assignments within established deadlines, directly impacting grades and academic progression.

Proposed Pedagogical Strategies

Given the profile and identified difficulties, the research proposed a set of pedagogical strategies based on principles of neuroscience, psychology, and pedagogy. One of the main strategies is the fragmentation of tasks into smaller, more objective steps. The brains of students with ADHD process information better in short, clear blocks, which favors attention maintenance and reduces cognitive overload, increasing engagement in activities.

The use of visual and organizational resources, such as mind maps, diagrams, colors, and lists, was also proposed. These resources activate different brain areas simultaneously, enhancing learning, especially when there is an association between language, image, and emotion (Fonseca, 2014). Visual organizers facilitate the consolidation and retrieval of information, aiding working memory and planning.

The organization of the study environment is another crucial strategy. A structured space is recommended, with few distracting elements, adequate lighting, and previously organized materials. Environments with an excess of visual and auditory stimuli can further compromise the attention of students with ADHD, making it difficult to focus and be productive. Environmental management contributes to the externalization of executive functions, according to Barkley (2008).

The use of active methodologies, which encourage the student to adopt a participatory stance, ask questions, establish relationships, and construct meanings, is fundamental. According to Vygotsky (1991), learning is a socially mediated process, and the student’s active participation in discussions and in the elaboration of summaries in their own words contributes to more meaningful learning and to progress in their Zone of Proximal Development.

Continuous and positive feedback, both from professors and from the student themselves, is essential for strengthening self-esteem and persistence. Recognizing progress, even small steps, motivates the student to overcome challenges and develop a sense of self-efficacy. Furthermore, the use of regular breaks during study, such as the Pomodoro technique, which alternates short study periods with breaks, has proven effective in maintaining focus and avoiding mental fatigue, considering the difficulty the ADHD brain has in sustaining attention for long periods.

Expected Results of the Strategies

The implementation of the proposed pedagogical strategies, based on neuroscience, psychology, and pedagogy, is projected to generate significant improvements in the teaching and learning process for students with ADHD. In the cognitive domain, an expansion of the capacity for concentration, organization, and execution of school tasks is expected, directly related to the development of executive functions. The adoption of structured practices tends to promote greater efficiency in information processing and learning consolidation, favoring neuroplasticity and the development of cognitive skills (Fonseca, 2014).

In the behavioral and emotional field, the expectation is for improvement in students’ self-regulation, with a reduction in impulsive behaviors and an increase in the capacity for persistence in school activities. Structured routines, continuous feedback, and monitoring strategies should contribute to strengthening autonomy and self-esteem, aspects often weakened in students with ADHD. Intentional teacher mediation, combined with active methodologies, favors more significant learning, allowing the student to advance in their Zone of Proximal Development (Vygotsky, 1991).

Additionally, it is expected that the proposed strategies contribute to the improvement of students’ academic performance, reflected in greater classroom participation, better organization of activities, increased task completion, and greater engagement in evaluation processes. The articulation between school, family, and student, promoting more integrated and effective monitoring, is an expected outcome that tends to favor more consistent interventions aligned with students’ needs, strengthening the inclusive culture in the educational institution.

In summary, the findings of this research revealed a profile of students with ADHD in Elementary School II and High School marked by significant difficulties in executive functions, behavioral self-regulation, and academic performance, often aggravated by comorbidities. The discussion demonstrated that the application of pedagogical strategies based on scientific evidence, such as task fragmentation, the use of visual resources, environmental organization, active methodologies, and continuous feedback, has a transformative potential to promote a more inclusive, autonomous, and engaging education, directly responding to the objective of favoring the teaching and learning process of these students.

4. Conclusion

This study analyzed the profile and difficulties of students with Attention Deficit Hyperactivity Disorder (ADHD) in Elementary School II and High School in a private school, as well as proposed pedagogical strategies based on neuroscience, psychology, and pedagogy to favor the teaching and learning process. It was found that students with ADHD, many of whom presented comorbidities such as anxiety, dyslexia, Autism Spectrum Disorder, and dyscalculia, manifested significant difficulties in executive functions, including attention, organization, planning, and inhibitory control. These limitations directly impacted academic performance, behavioral self-regulation, and engagement in school activities. In response to these challenges, strategies such as task fragmentation, the use of visual and organizational resources, structuring the study environment, the application of active methodologies, and continuous feedback were proposed. Such approaches demonstrated potential to promote cognitive, emotional, and academic development, contributing to a more inclusive and effective education.

The main contribution of this work lies in offering theoretical-practical subsidies for teachers, coordinators, and managers, by systematizing pedagogical strategies applicable to daily school life and based on scientific evidence. The study reinforces the importance of an inclusive culture in educational institutions, encouraging flexible and student-centered practices, and broadens the debate on the need for continuous teacher training in understanding cognitive processes and executive functions. However, the research was conducted in a single institution and with a limited number of participants, which limits the generalization of the results. Furthermore, the documentary nature of the data may not have fully captured the complexity of the dynamics experienced in the classroom. For future studies, it is suggested to expand the scope of the investigation to different educational contexts and to use complementary methodologies, such as observations and interviews, in order to deepen the understanding and validate the proposed strategies. It is concluded that the adoption of intentional and evidence-based pedagogical practices is a promising path to promote a more equitable and humanized education, strengthening the autonomy and engagement of students with ADHD.

Bibliographic References

BARKLEY, Russell A. Transtorno de déficit de atenção/hiperatividade: manual para diagnóstico e tratamento.3. ed. Porto Alegre: Artmed, 2008.

BENCZIK, Edyleine Bellini Peroni. Transtorno de déficit de atenção/hiperatividade: atualização diagnóstica e terapêutica. São Paulo: Casa do Psicólogo, 2000.

FONSECA, Vitor da. Neuropsicopedagogia. Rio de Janeiro: Wak Editora, 2014.

ROHDE, Luis Augusto; HALPERN, Ricardo. Transtorno de déficit de atenção/hiperatividade: atualização. Jornal de Pediatria, Porto Alegre, v. 80, n. 2, p. 61-70, 2004.

VYGOTSKY, Lev S. A formação social da mente. São Paulo: Martins Fontes, 1991.

Article originating from a Final Coursework on Neuroscience and Learning in Education

To learn more about the course, click here and access the MBX Academy platform