Integrating and Exploring Linguistic and Psychological Strategies for Teaching Hyperactive Children in the Middle School

Abstract

This study explores how linguistic and psychological strategies can improve teaching outcomes for hyperactive pupils in Algerian middle schools. It investigates causes and effects of hyperactivity, focusing on ADHD-related behavior and its impact on learning and classroom interaction. Through questionnaires, interviews, and classroom observations, the study identifies key educational challenges and effective interventions. Results show that integrating structured routines, visual aids, and emotionally supportive teaching fosters better academic and social engagement. The findings contribute practical, inclusive strategies for educators and policymakers in managing hyperactive learners.