Clinical aspects and interventions for school failure in children with attention-deficit hyperactivity disorder

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This article reviews scientific literature on the causes of school failure and the prevalence of academic difficulties among children with attention-deficit hyperactivity disorder (ADHD). It summarizes research on age-related changes in educational performance in children with ADHD and analyzes how psychological and neurological factors contribute to persistent learning difficulties. The review discusses current perspectives on primary neurocognitive deficits and executive dysfunctions associated with ADHD. It also highlights pharmacological and non-pharmacological interventions for addressing these challenges.