# Applying interpersonal neuroscience for understanding classroom learning in students with ADHD

## TL;DR

This paper discusses how interpersonal neuroscience can help understand classroom learning for children with ADHD.

## Contribution

The paper proposes applying interpersonal neuroscience to better understand learning in children with ADHD.

## Key findings

- Interpersonal neuroscience complements single-person approaches in understanding learning.
- It can address unique challenges faced by children with ADHD in social and educational settings.

## 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.