The Role of the School in the Identification and Intervention of Attention Deficit Hyperactivity Disorder

Doris Iliana Ramírez Apolo; Catalina Beatriz Ureña Garces; Gloria Raquel Vargas Sinmaleza; Lorena Gabriela Solorzano Giler; Alexandra Jeacqueline Viteri Mora

doi:10.63803/prisma.v1n4.29

Authors

Doris Iliana Ramírez Apolo Unidad Educativa Ciudad de Ibarra Author
Catalina Beatriz Ureña Garces U.E. 20 de septiembre Author
Gloria Raquel Vargas Sinmaleza U.E. 20 de septiembre Author
Lorena Gabriela Solorzano Giler U.E. 20 de septiembre Author
Alexandra Jeacqueline Viteri Mora Unidad Educativa Ciudad de Ibarra Author

DOI:

https://doi.org/10.63803/prisma.v1n4.29

Keywords:

ADHD, School, Intervention, Educational inclusion, Learning

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common challenges in the school setting, affecting students’ academic performance, behavior, and social relationships. The school, as the primary space for socialization and learning, plays a crucial role in early identification and the implementation of intervention strategies. This article analyzes the institutional and teaching responsibilities in symptom detection, collaboration with families and health professionals, and the use of evidence-based inclusive methodologies. Findings indicate that early and coordinated school intervention significantly improves the academic and socioemotional development of students with ADHD.

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