Barriers to School Inclusion for Children with Attention Deficit Hyperactivity Disorder in Selected Mainstream Schools in Selected Areas of Dhaka District

Abstract

Background: Children with Attention Deficit Hyperactivity Disorder (ADHD) often experience barriers to full participation in mainstream schools due to physical, social, and attitudinal environmental factors. Aim: The aim of this study is to identify and analyze the barriers to school inclusion for children with Attention Deficit Hyperactivity Disorder in mainstream schools in selected areas of Dhaka District. Methods: This study used a cross-sectional, quantitative research design. teachers who worked in mainstream schools in Savar, Dhamrai, and Keraniganj provided the data. Specific inclusion and exclusion criteria were used to choose the participants. Data were collected through a structured face-to-face survey using a sociodemographic and an adapted Index for Inclusion questionnaire. Descriptive statistics and inferential statistical (Kruskal-Wallis H test, Mann-Whitney U test, and linear regression) were used to identify policy, cultural, and physical barriers. Results: It shows that 51.6% of teachers reported good levels of inclusion. But some, barriers such as lack of ADHD specific training and insufficient school resources were identified. Higher inclusion levels were significantly associated with adequate school resources (p = .001), teacher confidence, and ADHD specific training (p =.010). School location and type also showed significant differences, with government schools and schools in Dhamrai and Keraniganj reporting higher inclusion than private schools in Savar (p < .001). Conclusion: The study emphasizes the significance of focused strategies to improve inclusion for children with ADHD, including enhanced teacher training, improved resources, and reduction of environmental barriers. Keywords: Attention Deficit Hyperactivity Disorder (ADHD), school inclusion, barriers, mainstream school