Abstract:

Attention-Deficit/Hyperactivity Disorder (ADHD) significantly impacts educational experiences, affecting students' academic performance, classroom behavior, and social interactions. Core symptoms like inattention, impulsivity, and hyperactivity interfere with focusing, following instructions, and completing assignments, creating challenges in learning environments. These difficulties often lead to lower academic achievement and higher dropout risk compared to peers without ADHD. Students with ADHD frequently experience strained relationships with teachers and classmates, affecting their self-esteem. Without proper support, their educational trajectory may be compromised, highlighting the need for early identification and individualized interventions in schools.

Stigma surrounding ADHD in school settings remains a significant barrier to diagnosis and academic success. Despite increased awareness, students with ADHD face negative stereotypes, being perceived as lazy, disruptive, or less intelligent. These misconceptions by peers and educators can lead to reduced expectations and inconsistent accommodation. Research shows that stigma delays diagnosis, hinders treatment, and worsens emotional difficulties, affecting academic and psychosocial development.

ADHD stigma in schools is multidimensional, involving public stigma (negative societal stereotypes), self-stigma (internalization of negative views), and courtesy stigma (negative attitudes toward those associated with ADHD). While schools implement inclusive practices and teacher training, interventions remain inconsistent across educational systems. Using psychoeducation and teacher´s workshops show promise, but more longitudinal research is needed to assess effectiveness and develop strategies empowering students with ADHD.

This study reexamines the concept of stigma, with a particular emphasis on its manifestation in the context of ADHD and its mitigation. The methodology is structured in several stages:
1) A comprehensive review of the current literature is conducted, utilizing Scopus as the primary bibliographic source, and considering scientific journal and conference articles published over the past decade, specifically related to the mitigation of stigma in educational settings, with a focus on ADHD;
2) From this review, best practices are identified, analyzed, and compared, with the objective of selecting the most appropriate ones for mitigating ADHD-related stigma.
3) As a result of this analysis, a series of adaptations and recommendations are proposed for implementation within the school context, spanning educational stages from early childhood to high school.

The findings yield several recommendations for educators and policymakers such as:
1) Educators should receive training to identify the symptoms of ADHD, thereby enhancing their understanding of the challenges these students encounter in terms of movement regulation and emotional self-control;
2) It is advisable to correct the behaviour of students with ADHD individually to avoid any detrimental impact on their self-esteem;
3) Teachers should engage in more comprehensive supervision during group activities, as these settings may present increased opportunities for conflict due to the impulsivity commonly associated with students diagnosed with ADHD.

Keywords:

ADHD, stigma, education, inclusion.