Abstract
The role of the school in relation to students with attention deficit hyperactivity disorder (ADHD) entails the development of new skills for the professionals involved, even if their undergraduate education predates the new demands that have emerged within the school environment. This is due to the fact that reality necessitates a shift in the educators' approach. Therefore, the available resources for teamwork underscore the importance of training for the teaching team, administrative trio, and broader school staff to better serve students requiring assistance in the Specialized Educational Assistance (SEA) classroom, both within the school environment and beyond, involving family members. While fulfilling their roles, the professionals overcome previously unknown knowledge gaps, evolving in response to the new reality. Addressing the described issue, pedagogical resources as well as insights from neuroscience emphasize the aim of the work, which is to present contemporary alternatives to mitigate the symptoms of hyperactivity (attention deficit) for improved behavior and cognition. This fosters autonomy, better interpersonal relationships, emotional stability, and self-management for an enhanced quality of life. In this perspective, it is crucial to justify that the educators' competencies rely more on their personal commitment than on waiting for commonplace classroom situations to deteriorate due to lack of skills in handling group dynamics.
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