Different students perceive the various actions happening in a classroom differently. Attention and learning of children with difficulties in paying attention and regulating behavior are especially sensitive towards the means and actions taken by their teachers (i.e., means structuring tasks and lessons, reward or punishment, etc).

This study aims at assessing whether the learning of children with substantial ADHD symptoms benefit from sitting proximally to a teacher. Additionally, we are interested in whether a seat location proximally to the teacher especially fosters attention.

 Flyer.