Didactic Strategies for Inclusion: An Exploratory Investigation of Embodied Practices in the Management of Students with ADHD

The study explores teachers' practices and training needs related to the management of students with ADHD, with a particular focus on embodied methodologies. The investigation involved 122 lower and upper secondary school teachers through a mixed-methods questionnaire. The findings reveal a widespread perception of inadequate specific training on ADHD and an increasing demand for targeted professional development and practical tools to address everyday educational challenges. Although embodied practices are not yet widely adopted, there is a growing interest in methodologies that integrate body movement, role-playing, and mindfulness to manage behavioral and cognitive difficulties in students with ADHD. This study highlights the importance of supporting teachers through continuous professional development to enhance their ability to address the educational challenges posed by ADHD, promoting an inclusive, body-centered, and relational approach.