Qualitative Assessment of ADHD Impact on the School and Emotional Environment of an Ecuadorian Student

Abstract

Introduction: attention Deficit Hyperactivity Disorder (ADHD) is a neurobiological condition that affects the academic, emotional, and social development of children and adolescents. Its diagnosis and management require a comprehensive understanding of the factors influencing the school and family environment.
Objective: to evaluate qualitatively the impact of ADHD on the school and emotional environment of an Ecuadorian student. 
Methods: a qualitative study was conducted at the municipal school “Ciudad del Norte” (Los Ríos, Ecuador), using direct observation, interviews with the Student Counseling Department (DECE), the classroom teacher, and the legal guardian, along with the application of the “Knowing My Emotions” test. Five areas were assessed: learning, emotional self-regulation, inclusion, family communication, and school environment.
Results: persistent difficulties were identified in attention, organization, and task completion. The projective test showed low scores in emotional management and problem-solving. Family communication revealed limited support, and school inclusion faced social barriers. The teacher applied differentiated strategies, though constrained by the lack of family involvement. DECE acted as an institutional coordinator, with interventions driven by case urgency.
Conclusions: difficulties were evident in learning, self-regulation, and inclusion. Institutional and teaching participation proved essential but was limited without family commitment.