Neural Mechanism and Educational Interventions for Children with ADHD: From Brain Science to Classroom Practice

Abstract

Attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders in childhood, and its characteristic symptoms include inattention, hyperactivity, and impulsive behavior, which seriously affects patients' cognitive function, academic performance, and social adaptability. This paper systematically reviews the etiological mechanisms, behavioral manifestations and educational intervention strategies of ADHD, integrating research progress in neuroscience and pedagogy. The multifactorial etiology of ADHD involves the interaction of genetic and environmental factors, and that the core symptoms of ADHD in school-age children are academic difficulties and social conflicts; multimodal interventions (behavioral management, family support, and classroom adjustment) can significantly improve the developmental outcomes of children with ADHD. This paper emphasizes the importance of establishing a family-school-healthcare support network to optimize the effectiveness of the intervention through multi-party collaboration, which is crucial for improving the long-term prognosis of children with ADHD. In addition, special attention should be paid to new trends in ADHD intervention in the context of the digital era, and explores the prospects for the application of artificial intelligence-assisted diagnosis and virtual reality technology in teaching and learning. This article aims to provide evidence-based practice guidelines for educators and clinicians, and calls for the strengthening of early intervention systems at the policy level.