Paper Contents
Abstract
Behavioral disorders in school children, such as Attention-DeficitHyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), Conduct Disorder (CD), anxiety disorders, and depression, significantly impact academic performance. This study explores the complex relationship between these behavioral disorders and academic outcomes, highlighting how disruptive behaviors, emotional dysregulation, and social difficulties can hinder learning processes, strain teacher-student relationships, and lead to social isolation and increased absenteeism. It also examines the role of early identification, individualized education plans (IEPs), behavioral interventions, and collaboration between schools and families in supporting affected children. Through case studies and evidence-based strategies, the study demonstrates how targeted interventions, such as behavior modification plans, social skills training, mental health support, and academic accommodations, can improve the academic performance and overall well-being of children with behavioral disorders. The findings underscore the importance of a comprehensive and individualized approach to addressing the academic challenges faced by these children, emphasizing the need for a supportive and inclusive school environment to foster their success.
Copyright
Copyright © 2024 Priyadarshini Oggu. This is an open access article distributed under the Creative Commons Attribution License.
