PERSPECTIVE article
Front. Psychol.
Sec. Educational Psychology
Applying Interpersonal Neuroscience for Understanding Classroom Learning in Students with ADHD
Provisionally accepted
- 1University Hospital RWTH Aachen, Aachen, Germany
- 2Nanyang Technological University, Singapore, Singapore
- 3Forschungszentrum Julich GmbH, Jülich, Germany
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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.
Keywords: ADHD, Learning, School, Interpersonal synchrony, hyperscanning
Received: 21 Aug 2025; Accepted: 27 Nov 2025.
Copyright: © 2025 Reindl, Fischer, Konrad and Leong. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Vanessa Reindl
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