Attention Deficit Hyperactive Disorder: Effective Management Strategies for Young Children

Abstract

The neurodevelopmental disorder ADHD, or “Attention Deficit Hyperactive Disorder, presents considerable challenges in the primary school settings, particularly in the Indian context, where limited awareness, cultural misconceptions, and insufficient teacher training contribute to delayed identification and inadequate classroom support. The article covers practical classroom strategies in four domains—academic, social, behavioural, and emotional—to support primary teachers in managing children with ADHD and provide an inclusive learning environment. These include structured routines, task breakdown, visual aids, peer buddy systems, and positive behaviour reinforcement. The article concludes by recommending that early screening and identification of children with ADHD can help teachers develop suitable plans and interventions. It also stresses the need for teacher training to ensure that students with ADHD can succeed both academically and socially in regular classroom settings.