International Journal of Childhood Education

Hyperactive Education: Negotiating ADHD as an Undiagnosed Middle Eastern Female Student

Sozyar Ahmad Abdalla — 2026-07-23

This autoethnographic study explores the lived experience of growing up and studying with undiagnosed ADHD as a Middle Eastern woman within cultural, familial, and academic systems that rendered neurodivergence invisible. Drawing on reflective journals, memory work, and narrative analysis, the research situates personal experience within broader structures of gendered expectations, cultural norms, and ableist educational environments. While ADHD is commonly framed through Western, male-centred diagnostic criteria, this study highlights how women, particularly those from ethnic minority and collectivist backgrounds, mask symptoms through perfectionism, compliance, and emotional labour. This masking, sustained over years, leads to burnout, identity fragmentation, and internalised shame. The narrative reveals how cultural expectations of daughterhood, obedience, and academic excellence intensified these pressures, making ADHD appear as moral failure rather than neurological difference. Using feminist theory, habitus (Bourdieu), and intersectionality (Crenshaw) as analytical frames, the study demonstrates how the interplay of gender, culture, and neurodivergence shapes academic performance, mental health, and self-perception. The paper argues that institutions and families often misinterpret ADHD-related behaviours, reinforcing stigma and delaying diagnosis. By bringing the personal into dialogue with the political, this research challenges dominant narratives around ADHD and offers insight into the invisible labour performed by neurodivergent women navigating conflicting cultural and educational demands. Ultimately, the study aims to broaden understandings of ADHD, highlight underrepresented voices, and advocate for culturally responsive support for women whose struggles remain unheard.

Applying Theory and Practice of TESOL in a Japanese Private Elementary School Setting

Rajib Ali — 2026-07-23

This paper presents the design and rationale of a syllabus for Grade 5 learners (aged 10-11) in a Japanese private elementary school context. The proposed syllabus aims to support learners at approximately CEFR A1 level in progressing towards A2, while addressing the expectations of key stakeholders, including the Ministry of Education, schools, and parents. To achieve this, a multi-layered syllabus is adopted, combining structural, notional-functional, and task-based approaches. The structural component provides a systematic foundation in grammar, which aligns with stakeholder expectations and supports accuracy. This is complemented by a notional-functional approach, which emphasises meaningful communication through real-life language use. In addition, task-based learning is incorporated to promote interaction, learner engagement, and the development of communicative competence through authentic and pedagogical tasks. A sample sequence of lessons is presented to demonstrate how these approaches can be integrated in practice. The paper argues that combining multiple syllabus types allows for a balanced approach to language teaching, supporting both form-focused instruction and meaningful communication. This approach is particularly suited to young learners in EFL contexts, where motivation, clarity, and practical language use are essential.

The Impact of Future Planning Resources on the Transition to Adulthood

Alyssa Voss — 2026-07-23

Adolescence is a critical developmental period during which young people shape the knowledge, attitudes, and behaviors that will influence their lives as adults. The educational system often provides limited instruction in essential life skills and career planning because of the emphasis on traditional academic content. As a result, many students may struggle with the transition to adulthood. Exposure to life-skills training and structured career guidance has been associated with smoother transitions to adulthood and may support successful adaptation. Research is scarce on the association between adolescent participation in these areas and outcomes in adulthood. The current study examines associations between access to early career/life-skills education and later career and life satisfaction. This study utilizes a structured questionnaire administered to college students ages 18-35 within the Chicagoland area. Multiple statistically significant correlations were observed, including perceptions of competence with adult challenges and prior educational experiences (r = .27, p = .001) and global satisfaction (r = .45, p = .001). A positive association was also observed between general satisfaction and use of future planning resources (r = .48, p = .001). Additionally, respondents reported a positive association between their own perceptions of the impact of future planning resources and general satisfaction (r = .33, p = .001).