Developing a Sustainable Education Protocol for Children with Attention Deficit Hyperactivity Disorder (adhd) in the Context of Developing Country

Abstract

Abstract Attention Deficit Hyperactivity Disorder (adhd) is a neurodevelopmental disorder characterised by symptoms of inattention, hyperactivity, and impulsivity that may significantly impact children’s academic, social, and emotional health. This study has examined the most recent scholarly research on the influence of adhd on children’s academic performance as well inclusive education protocol in different country contexts. Legal and academic interventions for adhd are well-established in developed countries, but there is a significant gap in addressing the needs of children with adhd in developing countries. This research study aims to fill the gap by suggesting a sustainable formal education protocol designed to meet the specific problems and situations of developing countries. The proposed Strategies-Support Services-Collaboration (ssc) protocol is influenced by concepts of inclusion, equity, and sustainability, aiming to address the different challenges encountered by children with adhd in obtaining quality education. The protocol includes measures for early detection and assessment of adhd, customised academic accommodations and support services, teacher training and capacity-building programmes, and collaborations with community resources and healthcare professionals. This research intends to empower educators, policymakers, and communities by proposing a sustainable formal education protocol. The goal is to establish more inclusive and supportive learning settings for children with adhd, thereby enhancing their academic success and general well-being. Integrating children with adhd into formal school aligns with the Sustainable Development Goal (sdg) 4 which aims to offer inclusive and quality education for everyone.