Abstract
Studying how ecotherapy affects school performance for Saudi Arabian kids with Attention Deficit Hyperactivity Disorder (ADHD) is the major focus of this research. This study focuses at ecotherapy interventions and their potential impact on academic outcomes. The current research hopes to learn more about the impact of age as a moderator and the function of ADHD symptom severity as a mediator in this setting. The results of this research support the claim that ecotherapy improves learning outcomes in classroom settings. The association between these two factors is also shown to be affected by differences in attention deficit hyperactivity disorder (ADHD) symptoms, as the research shows. The significance of recognizing the differences in ecotherapy's efficacy across age groups, and of using treatments that are customized to suit the individual requirements of each age group, cannot be overstated. Results like these highlight ecotherapy's promise as a comprehensive, nature-focused approach to improving children with ADHD's academic and mental health.
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