Applying interpersonal neuroscience for understanding classroom learning in students with ADHD

Frontiers in Psychology, vol. 16, pp. 1690093

Abstract

Interpersonal neuroscience has gained importance in complementing single-person approaches to understand the neural underpinnings of learning in social contexts, mainly in neurotypical adults and children. This Perspective explores how such methods could be leveraged to improve our understanding of classroom learning in children with diverse educational needs, in particular with Attention Deficit/Hyperactivity Disorder, taking into account their unique symptomatology and the challenges they face in social and educational settings.

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