By Tabe Ishimael Danirayi
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that affects a person’s ability to concentrate, control impulses, regulate activity levels, and stay organised.
Learners with ADHD may struggle with attention, hyperactivity, impulsive behaviour, forgetfulness, and difficulty following instructions. While some learners may appear overly active and disruptive, others may seem quiet but constantly distracted and unable to focus.
ADHD does not mean a child is unintelligent or unwilling to learn. With proper support, understanding, and classroom adjustments, learners with ADHD can perform well academically and socially.
Across Zimbabwe, thousands of learners living with ADHD attend mainstream schools every day. While the country has made significant progress toward inclusive education through laws and policy frameworks, many ADHD learners continue to face major barriers in classrooms due to limited awareness, inadequate teacher training, and weak implementation systems.
Although ADHD is not treated as a separate category in Zimbabwe’s education system, it falls under “learning disabilities” and “special educational needs” within the national inclusive education framework.
Inclusive Policies Exist
Zimbabwe’s commitment to inclusive education is supported by several legal and policy instruments, including the Education Act of 1987 (revised 2006), Section 75 of the Constitution of Zimbabwe, the Disabled Persons Act of 1996, and the Amended Education Act of 2020. These laws affirm every child’s right to education regardless of disability or learning condition.
The Ministry of Primary and Secondary Education, through the Department of Schools Psychological Services (SPS) and Special Needs Education (SNE), is mandated to ensure access, participation, and achievement for all learners.
In addition, the Zimbabwe School Examinations Council (ZIMSEC) provides examination accommodations for learners with health-related disorders and learning disabilities, including extra time and special arrangements during examinations.
However, education experts say many ADHD learners fail to benefit from these provisions because schools often do not identify them early enough or apply for accommodations on their behalf.
The Reality in Classrooms
Despite strong policy commitments, classroom implementation remains a challenge.
Research conducted in areas such as Gweru, Bulawayo, and Mhondoro-Ngezi found that many teachers have limited training in handling learners with ADHD and other learning difficulties.
Large class sizes — often exceeding 50 learners per teacher — make it difficult for educators to provide individualised attention. In many schools, teachers rely on general inclusive strategies instead of ADHD-specific interventions.
As a result, common ADHD behaviours such as restlessness, impulsivity, forgetfulness, and difficulty concentrating are frequently mistaken for indiscipline or laziness.
Education specialists note that many teachers are trying their best under difficult circumstances, but the system has not adequately equipped them with practical tools to support neurodiverse learners.
Weak Identification and Limited Support
One of the biggest challenges affecting ADHD learners in Zimbabwe is underdiagnosis.
Schools are expected to work with Schools Psychological Services officers and School Health Coordination Teams to identify learners needing support. However, these services are often overstretched and under-resourced.
Without proper assessment, many learners remain unsupported throughout their school years.
In some schools, resource units and special classes are available, but most ADHD learners remain in mainstream classrooms with little or no specialised assistance.
Experts warn that delayed identification can negatively affect academic performance, self-esteem, and social development.
Inclusion Depends on Leadership
Studies show that attitudes toward inclusion among teachers and parents are generally positive. However, practical challenges such as a lack of resources, limited training, and overcrowded classrooms continue to hinder progress.
Some schools have emerged as models of inclusive education by actively integrating learners with disabilities alongside their peers. These schools demonstrate that with committed leadership, trained staff, and community support, learners with ADHD can thrive academically and socially.
Where school leadership prioritizes inclusion, learners are more likely to receive classroom adjustments such as:
Preferential seating
Shorter learning tasks
Positive behaviour support
Peer-assisted learning
Additional examination accommodations
However, such support remains inconsistent across the country.
The Major Challenges
Education stakeholders identify several major barriers affecting ADHD learners in Zimbabwe:
Lack of teacher training on ADHD and neurodevelopmental disorders.
Limited awareness among parents and communities.
Overcrowded classrooms that limit individualised support.
Inadequate funding for specialist services and teaching materials.
Weak implementation of inclusive education policies.
The Way Forward
Experts say Zimbabwe has made important strides toward inclusive education, but more targeted action is needed to support learners with ADHD effectively.
Recommended measures include:
Mandatory in-service teacher training on ADHD and learning disorders.
Strengthening Schools Psychological Services for early identification and follow-up support.
Reducing teacher-pupil ratios in mainstream schools.
Increasing awareness campaigns for parents and communities.
Providing clear national guidelines for ADHD classroom and examination accommodations.
As Zimbabwe continues advancing inclusive education, education advocates argue that true inclusion must go beyond simply placing learners in classrooms. It must ensure that every learner receives the support needed to participate, learn, and succeed.
For many ADHD learners, that goal remains a work in progress.
Tabe writes in his own capacity
