Teacher- Mediated Classroom Strategies and Engagement of Learners with ADHD in Inclusive Education

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most commonly identified neurodevelopmental conditions affecting school-age learners worldwide. Students with ADHD frequently encounter difficulties related to attention regulation, impulse control and sustained participation in classroom learning activities. Within inclusive education systems, teachers play a critical role in designing instructional environments that support the engagement and academic participation of these learners. This review paper synthesizes existing literature on classroom practices that enhance engagement among learners with ADHD. Drawing on empirical studies, policy documents and theoretical frameworks related to inclusive education, the review highlights effective instructional strategies, behavioural management approaches and classroom structuring techniques that facilitate meaningful participation. The findings indicate that differentiated instruction, multimodal teaching strategies, structured classroom routines and positive behavioural reinforcement significantly contribute to improved engagement and learning outcomes. The review also identifies key challenges faced by teachers, particularly within developing educational contexts such as India, including limited professional training, large class sizes and insufficient institutional support. The paper concludes by emphasizing the importance of teacher preparedness, inclusive pedagogical frameworks and context-specific policy interventions in strengthening engagement of learners with ADHD.