Attention Deficit Hyperactivity Disorder (ADHD) represents one of the most prevalent neurodevelopmental conditions among school-aged children and poses significant challenges for educational systems worldwide. Despite the ongoing development of inclusive education and teacher training programs, many educators and parents continue to experience difficulties in providing effective pedagogical and behavioral support for children with ADHD. The present paper examines the role of psychoeducational support for educators and parents as a key component of comprehensive pedagogical assistance for children with ADHD. Particular attention is given to challenges related to teacher preparedness, parental involvement, and school–family collaboration. The paper emphasizes the importance of systematic psychoeducational interventions aimed at increasing awareness of developmental and behavioral characteristics associated with ADHD, promoting consistency between home and school environments, and improving educational outcomes. The findings highlight the necessity of multidisciplinary collaboration and evidence-based approaches in supporting children with ADHD within inclusive educational settings.

Attention deficit hyperactivity disorder, inclusive education, psychoeducational support

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