REVISTA KRONOS
INSTITUTO ACADÉMICO DE IDIOMAS REVISTA KRONOS
UNIVERSIDAD CENTRAL DEL ECUADOR 6(2), AGOSTO 2025 - FEBRERO 2026, PP. 52-66
pISSN 12631-2840
eISSN 2631-2859
kronos.idiomas@uce.edu.ec
DOI: https://doi.org/10.29166/kronos.v6i2.8100
CC BY-NC 4.0 —Licencia Creative Commons Reconocimiento-NoComercial 4.0 Internacional
© 2026 Universidad Central del Ecuador
Cynthia Soledad Hidalgo Camacho | Universidad de Cuenca-Ecuador
Cristina Elizabeth Salazar Paredes | Higashi Enterprises-Ecuador
abstract Attention Deficit Hyperactivity Disorder, also known as ADHD is the most common neuropsychiatric dis-
order worldwide in the pediatric population, persisting on adulthood in some cases. According to The World Health
Organization (WHO) (2004), this disorder is considered a public health problem in Latin America and approximately
affects 36 million people. Despite its importance, the topic has not been deeply studied in Ecuador, which is why gen-
eral and even specific studies of patients diagnosed with the disorder should be carried out. This case study involves a
7-year-old student diagnosed with ADHD, and it also includes relevant information about the disorder and its types.
The qualitative method was used in this descriptive study to collect information from a student data sheet containing
details of the learner’s condition. After the analysis of facts, concrete strategies and activities for the student diagnosed
with ADHD were proposed. Subsequently, an observation sheet was used during the application of the suggested strat-
egies to examine the student’s performance. Findings show that despite the fact that teaching English to students with
ADHD represents a complex challenge for teachers, this disorder can be effectively treated by developing adaptations
in the teaching-learning process, which include systems, routines and activities that help ADHD learners to direct their
energies adequately.
keywords ADHD, EFL teaching, inclusion, behavior disorders
fecha de recepción 07/04/2025 fecha de aprobación 15/11/2025
Trastorno por Déficit de Atención e Hiperactividad en un aula diversa de inglés
como lengua extranjera: un estudio de caso
resumen El trastorno de déficit de atención e hiperactividad (TDAH), es el trastorno neuropsiquiátrico más común
en todo el mundo en la población pediátrica, persistiendo en la edad adulta en algunos casos. Según la Organización
Mundial de la Salud (OMS) ICD (2004), este trastorno es considerado un problema de salud pública en América La-
tina y afecta aproximadamente a 36 millones de personas. A pesar de su importancia, este tema no ha sido estudiado
a profundidad en el Ecuador, por lo cual, se deben desarrollar estudios a nivel general y específico de pacientes diag-
nosticados con este desorden. Este estudio de caso involucra a un estudiante de 7 años diagnosticado con TDAH. A la
vez, se presenta información relevante sobre este desorden y sus tipos. El método cualitativo fue usado en el presente
estudio descriptivo y la información fue recopilada a través de una hoja de datos del estudiante la cual incluye detalles
de la condición del estudiante. Luego del análisis de los hechos, se propusieron estrategias y actividades concretas para
el estudiante diagnosticado con TDAH. Posteriormente, se aplicó una ficha de observación durante la aplicación de las
actividades sugeridas para identificar el desempeño del alumno. Los resultados muestran que a pesar de que enseñar
inglés a estudiantes con TDAH representa un desafío complejo para los maestros, este trastorno puede tratarse de
manera efectiva desarrollando adaptaciones en el proceso de enseñanza-aprendizaje que incluyen sistemas, rutinas y
actividades que ayudan a los estudiantes con TDAH a dirigir sus energías adecuadamente.
palabras clave TDAH, enseñanza de EFL, inclusión, trastornos del comportamiento.
Attention Deficit Hyperactivity Disorder
in a Diverse EFL Classroom: A Case Study.
Hidalgo C. & Salazar C.
53REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
INTRODUCTION
ADHD is a prevalent neuropsychiatric disorder affecting approximately 36 million people
worldwide, making it a significant public health concern (Barragan-Pérez et al., 2007).
Both in Latin America and globally, ADHD impacts an estimated 4% to 12% of school-aged
children, with recognition and diagnosis in adults steadily increasing (Polanczyk et al.,
2007). Despite this progress, treatment for adults with ADHD continues to lag behind that
of children, highlighting ongoing gaps in support across age groups.
In the context of education, students with ADHD face unique challenges, particularly
in acquiring skills, such as English language proficiency. This study aims to address these
challenges by proposing practical strategies and activities tailored to the needs of students
with ADHD, emphasizing their specific learning characteristics and fostering a supportive
educational environment.
The successful implementation of these strategies relies heavily on institutional
support, including access to human, material, and technological resources. Furthermore,
teacher engagement through project socialization is critical, as it promotes reflection on the
importance of differentiated instruction. However, challenges such as limited knowledge of
ADHD and misconceptions among educators about the disorder remain significant barriers.
This study underscores the importance of inclusion in education, advocating for an
environment grounded in respect, tolerance, empathy, and acceptance. By addressing the
needs of students with ADHD, this research aims to create learning opportunities for all
members of the educational community in a safe and inclusive setting.
To better understand how ADHD affects learning in a diverse efl classroom, the next
section explains the key ideas and theories that guide this study.
Attention Deficit Hyperactivity Disorder (ADHD)
This behavioral disorder has been given different names over time. Rafalovich (2001) re-
counts the terminologies and theories related to ADHD, including pejorative names such as
imbecility or stupidity, and other medical terms used from 1920 to the present, like en-
cephalitis lethargica, atypical development of the ego, minimal brain damage and hyperki-
nesia (American Psychiatric Association, 2013).
Although the contemporary concept of this disorder was first given by the American
Psychiatric Association in 1980, research and study of ADHD began around 30 years ago
in Latin America (De la Peña & Palacio, 2019). Locally, in Ecuador, a study carried out by
Acosta-Rodas et al. (2019), aimed to analyse the psychometrics properties of ADHD rs iv,
one of the most widely used scales in the evaluation of ADHD, based on student behaviour
reported by the teachers of some Ecuadorian student’ sample. The authors concluded that
it is possible to affirm that ADHD rs iv scale is valid and reliable properties to be applied
in our context. The findings of this research agree with others that state that children with
higher scores in ADHD’s evaluation scales have higher difficulties in experiments which
evaluate motor control. Even though this study was an important contribution to the re-
search of ADHD in Ecuador, it was recommended to replicate the study in a national level
with a greater sample.
Nowadays, ADHD is defined as a behaviour disorder characterized by a certain degree
of attention deficit and/or hyperactivity-impulsivity that is maladaptive and inconsistent
with the child’s developmental level (Hidalgo & Soutullo, 2008). Barkley (1997), Bitaubé
et al. (2009), and Faraone (2002), as cited in Fernández et al. (2017), argue that ADHD is
a neurodevelopmental disorder characterized by a strong genetic basis and high heritability.
This condition involves multiple neuropsychological factors that contribute to attentional
deficits, impulsivity, and motor overactivity in children (Inostroza, 2007).
Attention Deficit Hyperactivity Disorder in a Diverse EFL Classroom: A Case Study.
54 REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
Furthermore, it should be noted that studies by Barragan et al. (2007) and Hidalgo and
Soutullo (2008) agree that the clinical manifestations of ADHD are observed in the fam-
ily and school environment, where daily life is socially and academically affected. In fact,
a study by Carneiro da Silva et al. (2013), focused on interviewing the relatives of chil-
dren with ADHD. It was found that there is also parental anxiety when kids are medicated
to treat this problem, which is not completely understood in some cases. In several cases,
parents of children with ADHD have faced condescension, shame and even humiliation at
the hands of professionals involved with their children (Barkley, 2020).
It is important to note that parent reports provide important information concerning
the child’s difficulties. A study conducted by Moen et al. (2014) used a phenomenograph-
ic approach to analyze members of families with children diagnosed with ADHD, finding
struggle for the acceptance of the children with the disorder and a negative impact on the
family structure and stability; therefore, it was recommended to provide support for family
members, as well as for the person with ADHD.
Years ago, it was not possible to talk about a treatment for ADHD. In recent years,
several proposals for treating ADHD have been developed. For example, Fernández Jaén
and Calleja Pérez (2004) proposed a psychostimulant approach. However, according to
Ureña (2007), the most effective treatment is a multidisciplinary one that combines psy-
chology, medication, and psychopedagogy. Therefore, it is crucial to provide teachers with
the information and tools necessary to effectively teach learners with ADHD.
Young (2019) highlighted the updates made by the American Academy of Pediatrics
to its guidelines on treating children and teens with ADHD, which has happened for the
first time since 2011. Some criteria for diagnosis have been changed, current medications
have been added and the need to rule out other causes of symptoms has been emphasized,
drawing attention to team-based care among health professionals, parents, and school staff.
As it has been mentioned, ADHD is a neurodevelopmental condition that affects both
children and adults, characterized by persistent patterns of inattention, impulsivity, and, in
many cases, hyperactivity that interfere with daily functioning and self-regulation (Rod-
gers & Kalyn, 2019; American Psychiatric Association, 2022). The disorder presents in
three main types: predominantly inattentive, predominantly hyperactive-impulsive, and
combined type, the latter displaying symptoms of both categories (American Psychiatric
Association, 2022).
In Ecuador, the Ministry of Education has implemented the Instituciones Educativas
Especializadas (iee) program to guarantee inclusive education for students with Special
Educational Needs (sen). As of 2022, there are 139 such institutions serving 10,181 stu-
dents, 7,918 of whom have been diagnosed with ADHD, demonstrating the growing need
for specialized educational support (Ministerio de Educación, 2022).
Types of ADHD
ADHD has been specially studied in the usa in the last decades. These studies have pointed
out some of the characteristics of this behavioural disorder (Faraone et al.,2003). As the
name suggests, the condition involves inattention, hyperactivity and impulsivity; however,
there are three general types of ADHD learners: predominantly hyperactive-impulsive, pre-
dominantly inattentive, and a combination of hyperactive-impulsive and inattentive. Stud-
ies, such as the one by Narbona (2001) mention that the most frequent type of ADHD is
the combined hyperactive-inattentive (with triple prevalence in males), followed by the
predominantly inattentive non-hyperactive type (with prevalence one and a half times
higher in females) (p. 230).
Hidalgo C. & Salazar C.
55REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
Predominantly Hyperactive-Impulsive.
In his guide to ADHD for parents, teachers, and professionals, Bauermeister (2014) ex-
plains that in the past, the predominant hyperactive-impulsive type of disorder was known
as minimal brain dysfunction, hyperkinetic reaction of childhood, or hyperactivity. Mena
et al. (2006) indicate that children with ADHD predominantly hyperactive-impulsive tend
to move constantly from place to place, talk a lot, and interrupt conversations or activ-
ities. They often answer questions in a hurried manner, and have difficulty performing
tasks or playing quiet games. The authors mention that these behaviors are annoying and
often very disturbing because of the manifestations of aggression in the classroom and in
the family environment (p. 2).
Hyperactive kids are extremely restless and can be a challenge for teachers and par-
ents. They are always walking, jumping, climbing, talking, tapping their fingers or stamping
their feet. Meanwhile, impulsive children are impatient, and they usually blurt an answer
out in the classroom, ignoring the teacher’s instructions. It is also hard for them to respect
turns in games and other activities or conversations. Needless to say, that complicates com-
municative group work and pair work that are usually used in efl teaching and negatively
affects the ADHD learner and the rest of the class.
Predominantly Inattentive.
Parents and teachers of children who suffer from the predominantly inattentive type may
overlook ADHD because Predominantly Inattentive children are less likely to demonstrate
the symptoms. That is, they are quiet; however, they do not pay attention to what they
are working on. In one of the numerous studies about the relationship between ADHD and
underachievement, it was seen that although parents and teachers rated students similar-
ly on the hyperactivity scale, teachers rated students as more inattentive than parents did.
(McCoach et al., 2020). These children have a hard time concentrating when working on
tasks, listening to the teacher, or completing tests. They get distracted very easily because
they are very sensitive to all visual and aural stimuli, therefore, they experience problems
with self-regulation.
Studies have demonstrated that there is a relationship between learning disabilities
and ADHD symptoms, especially in the inattentive type, for instance the study done by
Mayes et al. (2000), whose finding showed that a learning disability was present in 70%
of the children with ADHD, being the disability in writing two times more common than
in reading, math, or spelling.
Combination of Hyperactive-Impulsive and Inattentive.
Roth and Marcin (2018) explain that most people with and without ADHD manifest some
degree of inattentive or impulsive behavior, which is more severe in people with ADHD
because such behavior occurs more often and interferes with attitudes at home, school,
work, and in social settings.
People with ADHD combined type experience the symptoms of the two types equally,
and according to the u.s. Department of Mental Health, most children have the combined
type presenting inattention, impulsivity, and hyperactivity in the classroom.
Some of the symptoms that ADHD learners may often show were summarized by the
American Psychiatric Association, as follows:
Attention Deficit Hyperactivity Disorder in a Diverse EFL Classroom: A Case Study.
56 REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
Table 1. Types of ADHD
Inattention Hyperactivity and impulsivity
- Do not pay close attention to details; make care-
less mistakes.
- Have trouble keeping attention.
- Do not seem to listen when spoken directly.
- Do not follow instructions (loses focus, gets side-
tracked).
- Have trouble organizing activities.
- Do not want to do things that require a lot of
mental effort for a long time.
- Lose things needed for tasks activities
- Get distracted easily.
- Are forgetful.
- Fidget with fingers or feet.
- Often get up from their seats.
- Run about and climb when is not appropriate.
- Have trouble playing or doing leisure activities
quietly.
- Act as if «driven by a motor».
- Talk excessively.
- Give answers before questions are finished.
- Have trouble waiting for their turn.
- Interrupt or intrude on others.
Note. adhd types and symptoms (adapted from American Psychiatric Association, 2013)
Teaching ADHD Learners
ADHD learners can present significant challenges for teachers, as their frequent inattention,
distractibility, and daydreaming are common issues encountered in the classroom and must
be effectively addressed by teachers, given that they often have a very short concentration
span and difficulty following instructions. These are not the only problems to be seen in a
classroom with one or more ADHD learners because the social aspect is affected negatively
too, which may even cause frustration, depression and poor self-esteem in these children.
Moreover, the academic underachievement often associated with ADHD can have long-term
consequences, increasing the likelihood of school dropout or placement in special edu-
cation programs. These and other potentially long-term effects need to be considered so
that researchers and educators can intervene (Junod et al., 2006). It must be understood
that it is not that these types of learners cannot or will not learn. In reality, the difficulty
they face is not due to a lack of intelligence, but rather to the need for additional support
in processing information and fostering meaningful learning.
Teachers can facilitate learning for these students within the classroom by making
some adaptations and using the proper techniques and strategies such as dividing com-
plex tasks into smaller simpler ones, over-learning, and cascade activities (Pokrivčáková,
2013). It is also advisable to give ADHD learners preferential seating and promote a safe
environment in the classroom, reinforce appropriate patterns of behavior of all learners,
among others (Pokrivčáková, 2015). Concordantly, Ha and Uyen (2020) emphasize that
two important classroom management strategies are to consider special students’ charac-
teristics and reinforce their self-esteem.
ADHD and Learning a Foreign Language
First of all, it is important to point out that students with ADHD show difficulties in sev-
eral language areas; thus, teaching a foreign language requires more dedication and plan-
ning on the part of the teacher in order to provide the student with the necessary tools to
achieve the learning objectives. As Clares (2012) points out, teaching English to students
who have ADHD implies an extra point of difficulty because it could be even more difficult
for students with ADHD to maintain attention in the foreign language class because they
do not understand the language. The author suggests applying appropriate methodologies
to motivate and involve students in the learning process.
Likewise, as stated by Akbasli et al. (2017), one of the biggest challenges for students
of a foreign language who have learning problems such as ADHD, is to find the motivation
and commitment to start and finish a task. Students who have ADHD may lack learning
strategies or may not know what strategy to apply for activities that demand attention,
Hidalgo C. & Salazar C.
57REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
and that is exactly what the teacher should do, provide the ADHD learners with strategies
and use the proper techniques to engage them.
Undoubtedly, studies have explored the historical evolution, the symptoms and the
challenges faced in educational settings; however, locally, there is a gap in research focusing
on strategies that might work when teaching ADHD learners in the efl classroom. Limited
studies have been carried out in Latin America, particularly in Ecuador, where cultural and
systematic differences need to be taken into account when choosing strategies that might
turn efl classrooms into inclusive settings that promote equitable learning opportunities.
Inclusive Education and differentiated instructions for ADHD students
Inclusive education for students with ADHD is currently understood as a pedagogical im-
perative that requires specific adaptations, personalized approaches, and evidence-based
strategies to address the neurodevelopmental characteristics of these learners (Tello & Ar-
gudo-Serrano, 2024). Inclusion, therefore, should not be limited to mere physical pres-
ence in the classroom but must be realized through teaching practices that respond to the
cognitive and behavioral traits associated with ADHD. Several studies concur that Differen-
tiated Instruction (di) serves as an effective pathway toward this goal. Rehman and Baig
(2024) found that implementing DI produced remarkable results when meeting the in-
dividual needs of a student with ADHD through customized worksheets and lesson plans.
Similarly, Palacios and Prado (2025) emphasize the need for educators to adopt
personalized and modified teaching strategies aimed at addressing the diverse require-
ments of learners with ADHD, particularly in the context of English as a Foreign Language
instruction. Additionally, the incorporation of educational technology, such as interactive
whiteboards, tablets, and gamification tools like Kahoot and Quizlet, has proven to enhance
motivation, focus, and student engagement. Collectively, these studies reject the traditional
one-size-fits-all approach and advocate for structured, flexible, and personalized pedagog-
ical practices. They converge on the importance of establishing clear routines, employing
multisensory methods, and promoting self-regulation through organized and predictable
classroom environments, reaffirming that genuine inclusion is built upon a deep under-
standing of neurocognitive diversity and continuous pedagogical adaptation.
To provide a clearer understanding of the case, this study is grounded in the principles
of inclusive education and differentiated instruction, which emphasize adapting teaching
methods to meet learners’ diverse needs (Tomlinson, 2014). Drawing on Vygotsky’s socio-
cultural theory, the research assumes that learning occurs most effectively through guided
interaction and scaffolded support. Within this framework, attention to learners with ADHD
becomes essential, as their cognitive and behavioral characteristics often require flexible
instructional strategies that balance structure with opportunities for active engagement.
Furthermore, this study responds to the limited research on ADHD within Ecuadorian efl
contexts, offering localized insights into how inclusive pedagogical adaptations can improve
language learning experiences for students with attention-related challenges.
METHODOLOGY
This study was conducted in strict accordance with established research ethics. All partic-
ipants were fully informed about the purpose of the research and the intended use of the
data, and the school principal provided formal consent for the study. Data were collected
over a five-month academic year and although these data were gathered a couple of years
ago, they continue to be relevant due to the persistent challenges and instructional strat-
egies associated with teaching English to learners with ADHD.
Attention Deficit Hyperactivity Disorder in a Diverse EFL Classroom: A Case Study.
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Prior to the implementation of this research study, the student diagnosed with ADHD was
not differentiated from their peers in terms of instructional strategies or assessment prac-
tices, as educational settings often adopt a standardized approach to teaching and eval-
uation based on the assumption that equality means treating all learners the same. As a
result, the specific cognitive, behavioral, and attentional needs of the student with ADHD
were often overlooked, limiting opportunities for tailored pedagogical support and inclu-
sive learning experiences.
This study makes an original contribution by addressing this gap and systematically
examining the effects of targeted educational measures for this student, thereby generat-
ing new data and insights that enrich both the theoretical understanding and the practical
approaches to supporting diverse learners in academic contexts. The findings thus offer
valuable insights that remain applicable to current efl pedagogical practices and contribute
to the understanding of effective teaching approaches for this learner population.
Why a case study?
Owing to the fact that a case study is an appropriate research design which allows research-
ers to obtain in-depth knowledge about a specific real-world subject, the current project
has been developed in order to identify the key characteristics, meanings, and implications
of the particular case of a 7-year-old learner diagnosed with ADHD.
According to Yin (2014), a case study is a form of empirical research that deeply
explores a contemporary phenomenon, referred to as the «case», within its real-world
context, particularly when the distinction between the phenomenon and its context is not
clearly defined, that is to say the phenomenon being studied cannot be fully separated or
isolated from the environment in which it occurs. Therefore, a case study is the meth-
odology that is best adapted to understand the specific situation of a particular student
diagnosed with ADHD, who has his own story, school and family backgrounds that makes
him unique. As it has been claimed, the cases are highly interesting for what they are un-
repeatable, as well as for what they have in common, and the goal is to understand them
(Hancock & Algozzine, 2011; Stake, 2007; Yin, 2009, as cited in Franco, 2019).
Setting and Participants
The participants for this research include one seven-year-old student enrolled in the third
grade, his efl teacher, and the school psychologist with whom interviews were conducted.
It is important to mention that the institution where the current study was developed
is a private bilingual school in Ambato – Ecuador that provides students with high-quality
bilingual education and additional services such as sports programs, arts and music work-
shops, library services, psychological care, and support systems to guarantee the well-being
and academic success of all students. Moreover, both teachers and students have access to
all the necessary resources including textbooks and technology. Lastly, the school offers
customized education where each student is given the necessary attention from all the
teachers; therefore, the school has the policy of having a maximum of 20 students per
classroom. In the case of students with special needs or learning difficulties, the teachers
work along with the school psychologist in order to support learners and provide them
with the necessary help and guidance during the teaching – learning process.
Data Collection and Instruments
The present case study focuses on a qualitative method and descriptive study which aim
to disclose patterns and connections in relation to theoretical constructs in order to ad-
vance theory development. In this regard, methods such as analysis of sources, interviews
and observations have been applied. On that account, the instruments used for data col-
lection include a student data sheet which was used during the first interview with the
Hidalgo C. & Salazar C.
59REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
teacher and school psychologist to gather information about the learner’s situation, and
an observation sheet to obtain data about the student’s academic performance and behav-
ior during the application of the suggested strategies.
Procedure
As the initial step, the analysis of the literature was developed in order to obtain relevant
information about the characteristics and types of ADHD and its impact on English lan-
guage learning. Subsequently, the information about the students’ condition was obtained
through a first interview with the school psychologist and the teacher using a student data
sheet that includes specific aspects about the students’ background, his academic perfor-
mance and behavior.
By collecting detailed information on the student’s behavior, attention patterns, learn-
ing styles, and social and family interactions, this sheet provides valuable insights into the
student’s individual characteristics. This information allows the development of a tailored
proposal of strategies designed to address these unique needs. These strategies will focus
on fostering engagement, improving attention, and enhancing task completion. Forthwith,
the suggested strategies were presented to the teacher as a way of promoting an inclusive
classroom environment where the student diagnosed with ADHD could be provided with
equal opportunities during the teaching-learning process.
The researchers arranged classroom visits in order to identify the appropriateness of
the proposed strategies based on the student’s response and attitude towards the chosen
activities. Data on the ADHD learner’s academic performance and behavior during class
were reported in an observation sheet. This information led to the reported findings, con-
clusions and recommendations.
Table 2. Student data sheet
Student’s data
Age: 7 years old Date of birth: 09-08-2016
Areas / subjects to be adapted to the curriculum:
Language and Literature, Science, Social Studies, Music, English
Summary of educational history:
The student is enrolled in the third grade of primary school. Maintains maladaptive behaviours such as
physical and verbal aggression towards peers most of the time.
The student does not follow the teachers’ orders, does not fully comply with the tasks in class, does not
do teamwork because they are not comfortable sharing and does not have good communication with his
or her classmates because of their aggressiveness.
Summary of the student’s difficulties:
The student presents an average academic level due to the fact that most of the time they are outside the
classroom without the authorization of their teachers.
Type of activities in which he presents more and less difficulty:
Activities with more difficulty: group work, difficulty remaining in class, written work, does not follow
orders. He does not like musical instruments, especially the flute.
Less difficult: Mathematics; the student reasons well. Likes crossword puzzles, the more difficult the bet-
ter. Likes to sing.
It is important to emphasize that the student’s long-term memory is average.
Adaptation to class climate, classroom dynamics:
The teachers have not yet made a curricular adaptation because the parents have not provided the student’s
psychological report. Their work dynamic is currently based on the commitments and guidance established
during weekly meetings with the dece Mentor. It is also important to note that classroom activities are not
fully carried out due to the lack of materials, which are not being provided by the parents.
However, the following activities have been recommended by the dece while receiving the diagnosis:
- Use of pictograms and crosswords
- Setting times
- Oral evaluations
- Continuous feedback
Attention Deficit Hyperactivity Disorder in a Diverse EFL Classroom: A Case Study.
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Relevant data and aspects of the family context:
Parents in the process of divorce, there is no good relationship even though they live in the same house-
hold. The student’s older sister assumes most of the responsibility for his care, both in academic tasks
and in personal needs. However, the student does not readily follow her instructions, which makes
it challenging for her to provide the support he requires. It should also be noted that the sister is a
14-year-old adolescent.
Data and relevant aspects of the social context:
The student does not find it difficult to relate to his peers, it is easy for him to make friends with older
people. In the classroom when relating to children of the same age, there have been several drawbacks as
peers have begun to fear acts of aggression. The student wants to cut the hair of his classmates, breaks
and destroys things that are not theirs.
For this reason, the student seeks out other children, usually in higher grades, to play with because his
peers do not want him around because he is aggressive.
Further observation:
Currently, the psychological report from the external professional is expected, since a document has been
signed with the commitment that the parents will act on the matter immediately.
The report, which was drawn up under the supervision of the mentor dece/pep, is valid for 20 working
days, according to institutional procedure under ISO standards.
The student is already at the appointments corresponding to the intervention protocol, for this reason
the results obtained from all the multidisciplinary work for the student’s well-being must be expected, in
addition to the respective follow-up according to the student’s needs.
There is no great openness on the part of the teachers who do not find the mechanisms to deal with the
student in a harmonious manner.
Note. Information obtained during an interview with the efl teacher and school psychologist.
Table 3. Strategies and specific activities
Strategy Theoretical Basis / Evidence Specific Activity
1. Game-Based
Learning
Hilliard and Kargbo (2017) indicate
that game-based learning is a way to
integrate learning into the instruction-
al process facilitated by teachers, who
should identify the ways in which their
students learn best. Likewise, game-
based learning encourages students to
become more engaged in their own
learning. Moreover, Sullivan-Carr’s
(2016) study indicates that game-based
learning aimed at students with ADHD
has a positive effect, as their interest
and engagement increase. The author
also concludes that it is important to
consider game-based learning during
curriculum development for students
with ADHD.
Echo Game
The echo game can be applied to prac-
tice English pronunciation. The teacher
selects a word, and students echo by
repeating the last syllables of that word.
This activity promotes attention and
verbal working memory, which is partic-
ularly beneficial for students with ADHD.
2. Use of Rewards
and Incentives
Muntean (2011, cited in Richter et al.,
2015) points out that gamification or
the use of reward systems can be an
effective motivational tool, as students
respond positively to challenges and
recognition of their progress. When
applied in the efl classroom, this strat-
egy can help students with ADHD stay
focused and motivated through achiev-
able goals.
Specific Activity: Award Badges and Rec-
ognitions. The teacher may give badges
or digital certificates to students who
complete tasks on time, participate ac-
tively, or demonstrate improvement. This
approach encourages persistence and
focus in students with ADHD.
3. Use of Music in
English Classes
Considering the publication in Frontiers
in Psychology (2021), listening to and
playing music can improve attention
and emotional regulation in students
with ADHD. Similarly, Hallam (2010)
indicates that music can positively in-
fluence mood, motivation, and concen-
tration, especially when integrated into
language-learning activities.
Specific Activity: «Head, Shoulders, Knees
and Toes» Song. Incorporating songs that
involve body movement allows students
with ADHD to release energy while rein-
forcing vocabulary and pronunciation in
a fun way.
Hidalgo C. & Salazar C.
61REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
Strategy Theoretical Basis / Evidence Specific Activity
4. Use of Techno-
logical Resources
in English Classes
Taking into account that students
with ADHD tend to respond better to
dynamic and interactive learning envi-
ronments, the use of technological tools
such as Quizlet, Kahoot, and interactive
videos facilitates concentration and re-
tention of information (Lee & Hammer,
2011). Technology allows content to
be adapted to the student’s rhythm and
level of interest, promoting autonomy
and motivation.
Specific Activity: Quizlet. The effective
use of Quizlet to learn vocabulary en-
ables students to use spaced repetition
and engage in independent practice,
while immediate feedback supports at-
tention and motivation.
5. Collaborative
Learning
Previous studies have shown that
collaborative learning promotes the
development of social and cognitive
skills, which are essential for students
with ADHD (Gillies, 2016). Working
in pairs or small groups allows them to
share responsibilities, regulate their be-
havior, and learn from peers, fostering
inclusion and participation.
«Find Someone Who…» Rief (2016)
suggests using interactional activities
such as «Find Someone Who» to pro-
mote communication and cooperation
among students. These activities foster
attention, social engagement, and mean-
ingful language use.
Note. Strategies, theoretical basis / evidence and suggested specific activities.
ANALYSIS AND DISCUSSION OF RESULTS
The findings of this case study highlight the importance of creating an inclusive environ-
ment where respect, tolerance, empathy, and acceptance are at the forefront, enabling ev-
ery student to learn and thrive. For the ADHD student involved in this case study, providing
tailored support during the English learning process was crucial in allowing them to un-
lock their potential within a safe, supportive environment. The integration of engaging
activities such as games, movement, singing, dancing, and the use of technology not only
motivated and involved the ADHD student, but also helped manage their motor restless-
ness, enabling active participation and focus during lessons.
Moreover, clear and concise instructions from the teacher were pivotal in maintaining
the student’s focus. When the teacher modeled tasks and expectations, the ADHD student
demonstrated greater engagement, completing activities with energy and attentiveness. Ad-
ditionally, the importance of setting specific goals and tasks was highlighted, as it allowed
the student to focus their efforts and stay on track. The data also revealed that capturing
the student’s attention and motivation from the outset significantly influenced their be-
havior and overall commitment to the learning process.
Effective interventions for students with ADHD often focus on enhancing attention,
motivation, and self-regulation. Kajka and Kulik (2022) emphasize that metacognitive
strategies, such as mind mapping and sketch-noting, can significantly improve students’
engagement, verbal fluency, and classroom behavior. Similarly, Jain (2022) highlights that
sketch-noting—an approach combining visuals and written notes—helps reduce distrac-
tions and improve memory retention, though it may challenge students who struggle with
organizing information efficiently.
Beyond academic strategies, behavioral approaches also play an important role.
Jackson (2022) explains that structured reward systems, which provide consistent and
meaningful incentives, can effectively motivate children with ADHD, reinforcing desired
behaviors and helping them develop self-discipline over time. Together, these educational
Attention Deficit Hyperactivity Disorder in a Diverse EFL Classroom: A Case Study.
62 REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
and behavioral strategies demonstrate that a multifaceted approach—combining institu-
tional support, cognitive training, and motivational tools—is essential for promoting the
academic success and emotional well-being of students with ADHD. Continuous positive
reinforcement, including recognition and encouragement, played a vital role in improving
the student’s behavior and academic performance.
CONCLUSIONS
As previously discussed, students with ADHD often face challenges such as poor academic
performance, low grades, frustration, and low self-esteem due to difficulties in organizing
and focusing. These issues can create significant long-term consequences if not addressed
early. Thus, it is essential for educators to be informed about ADHD and recognize its signs
in the efl classroom. Without early identification, an ADHD learner’s academic develop-
ment can be severely affected. Once teachers are aware of ADHD features, they can adjust
their educational approaches, materials, and activities to meet the individual needs of these
learners. This requires a collaborative effort among educators, school psychologists, spe-
cial pedagogues, and parents.
Teaching English to students with ADHD presents a unique challenge; however, with a
clear understanding of ADHD’s characteristics and its impact on language learning, effective
strategies can be implemented. By making simple adaptations, such as establishing systems,
routines, and energy-directing activities, teachers can better support ADHD learners. The
aim of this study was to propose practical strategies to foster inclusion and support the
learning of English in an efl classroom with an ADHD student. As Marashi and Dolatdoost
(2016) note, teachers should explore different strategies tailored to their specific classroom
contexts, as there is no universal solution for managing ADHD-related challenges.
Given the importance of raising awareness about ADHD in educational settings, it is
crucial to implement campaigns that inform teachers about the characteristics and types of
ADHD and equip them with effective strategies for supporting ADHD learners. This includes
integrating varied activities, like those proposed in this study, into lesson plans to enhance
English language communication skills for ADHD students. Additionally, the development
of curricular adjustments and consistent follow-up processes to observe and assess ADHD
students’ academic and behavioral progress can further ensure their inclusion in the learn-
ing process. By fostering a safe and supportive learning environment, the responsibility for
the success of ADHD learners should be shared among educational institutions, teachers,
and parents.
In summary, the results show that effective support for ADHD students should not
solely focus on reducing hyperactivity or impulsivity, but rather emphasize their intel-
ligence, creativity, and spontaneous contributions, which can significantly enhance their
learning experience. This study adds originality by documenting and analyzing an under-
explored classroom experience in the efl context of Ecuador, providing context-specific
evidence on how targeted pedagogical adaptations can positively influence an ADHD learn-
er’s engagement and performance. The observations and reflections gathered during the
implementation offer practical insights for teachers working in similar settings, thereby
extending the existing body of knowledge with localized, practice-based evidence.
Hidalgo C. & Salazar C.
63REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
CONTRIBUTOR ROLES
Cynthia Hidalgo: Conceptualization, introduction writing, results analysis, review and ed-
iting, final manuscript preparation, literature review, discussion writing, abstract.
Cristina Salazar: Methodology design, data collection, survey and interview design,
results description, conclusions, review and editing, final manuscript preparation, literature
review, discussion writing.
ETHICAL IMPLICATIONS
The authors state that there are no ethical implications.
CONFLICTS OF INTEREST
The authors declare that there are no financial and non-financial conflicts of interest that
could have influenced the work presented.
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