Literature Review: Teacher Strategies for Managing Behavior and Enhancing Social Interaction Among Children with ADHD (Attention Deficit Hyperactivity Disorder) in Inclusive Elementary School Settings

Abstract

This study examines the behavior of children with Attention Deficit Hyperactivity Disorder (ADHD) within inclusive primary school settings, as well as the strategies teachers can employ to manage such behavior effectively. Although the government has emphasized the importance of inclusive education through Regulation of the Minister of National Education (Permendiknas) Number 70 of 2009, its practical implementation faces numerous obstacles—particularly regarding students with ADHD, who often struggle with concentration, act impulsively, and exhibit high activity levels. Key challenges stem from limited teacher training, a shortage of support staff, and a lack of social acceptance from peers. Research indicates that teachers who understand the characteristics of children with ADHD and implement appropriate instructional strategies—such as individualized approaches, positive reinforcement, and activity-based learning methods—can help improve student concentration and reduce impulsive behavior. Through this literature review, it is hoped that teachers and aspiring educators will gain a deeper understanding of the importance of creating a welcoming, adaptive, and inclusive learning environment to support the optimal development of children with ADHD in primary schools.