Impact of Attention-Deficit/Hyperactivity Disorder and Specific Learning Disorders on Academic Performance across Income Groups in Durg District, Chhattisgarh

Attention-deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLD) are among the most significant neurodevelopmental conditions affecting school-age children and are closely associated with educational difficulty, classroom maladjustment, and poor scholastic achievement. ADHD is characterized by persistent patterns of inattention and/or hyperactivity-impulsivity that interfere with functioning, while SLD involves persistent difficulties in reading, written expression, and/or mathematics. Both conditions commonly emerge during the school years and may substantially hinder academic performance if not identified and supported in time. The present study aims to examine the impact of ADHD and specific learning disorders on the academic performance of school students across low-, middle-, and high-income groups in Durg District, Chhattisgarh. The study is grounded in the assumption that neurodevelopmental difficulties do not operate in isolation; rather, their educational impact is shaped by the child’s social and economic environment. Recent evidence suggests that ADHD and SLD have a pervasive negative influence on school performance, and that socioeconomic background may intensify or mediate these effects through differences in early support, parental resources, diagnosis, and access to intervention. A quantitative, comparative research design is proposed for the study. Students identified with ADHD, SLD, and comorbid ADHD-SLD profiles will be compared on academic performance indicators across income groups. Standardized screening tools, school achievement records, and a socio-economic status schedule will be used for data collection. The study is expected to contribute to the understanding of how neurodevelopmental conditions and economic inequality jointly influence academic outcomes in the Indian school context. The findings may be useful for inclusive education planning, early screening, and targeted intervention in school systems.