ADHD (Attention Deficit Hyperactivity Disorder) is one of the most common behavioral disorders in childhood. Systematic research presented that the prevalence of ADHD in children is approximately around 2%-7%, with the average reaching 5% globally. However, this prevalent disorder has been depicted to present high concurrent comorbidity with other disorders including specific learning disorders (e.g., reading disability). A diagnosis of ADHD is associated with low academic attainment, premature cessation of education, antisocial behaviour and substance misuse in adolescence (Loe & Feldman, 2007). Hence, it is vital to offer these children the adequate knowledge and competences that will support their mental health, education and ensure a high quality of life. It is undeniable that the Covid-19 pandemic has exerted a negative impact on children’s mental health and their learning abilities, specifically for children diagnosed with ADHD. The European Council Recommendation of May 2018, analyzed the key competences that are required on lifelong learning and elaborated on the significance of cultivating the personal, social and learning to learn competences for children. They are vital for children with ADHD, as they encompass the ability to reflect upon oneself, effectively manage time and information, collaborate with others in a constructive way, remain resilient and manage one’s own learning and career. Improving these 3 categorical competences can act as a catalyst in the future of children with ADHD, since they face challenges with communication, interaction and stressful situations.
The KIDSWELL proposal uses the integration of technological learning approaches (VR) for children with ADHD, to ensure the acquisition of the key competences related to personal, social and learning to learn skills. Evidence suggests that educators require support, not only for children with SEN, but also with the use of emerging technologies. The European Framework for the Digital Competence of Educators (DigCompEdu) emphasizes that key competencies for educators include digital skills and gaining access to digital resources, which are also depicted in the newly Digital Educational Plan by the EC 2021-2027. Children with disabilities are viewed as needing special placement and pedagogy, which runs counter to the philosophy of inclusive education. This is especially true for children who have been diagnosed with ADHD, which has become increasingly common. Moreover, the European Disability Strategy 2021-2030 emphasizes the digital transformation and the need to identify the digital skills required for applying assistive technology in special needs education. Therefore, the need to educate and improve the digital competences of educators is unavoidably increasing, as the incorporation of technological-oriented tools in the field of education, is surpassing the involvement of traditional methodologies when educating children with ADHD (European Agency, 2022).