<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The research investigates the impact that Montessori alternative education programs have on alleviating the effects of the ADHD symptomatology in the classroom and globally.As a cross-sectional study aimed at the comparative analysis of the academic performance, behavior, reactivity, self-efficacy and social integration, the research intends to provide a deep understanding of how this pedagogical method can contribute to the academic and social development of these pupils, while emphasizing their specific needs. The detailed analysis of the results brings to light the practical implications and the theoretical implications of using the Montessori method in the context of education for children with ADHD nationwide. Data were collected from a group of parents (N=104) who have children enrolled in eithe Montessori or traditional education programs and the analysis was aimed at assessing the significant differences between the two groups, as they were perceived by the respondents.</p>
<p>The overall results indicated that in the Montessori reference classroom, parents reported children’s better academic performance, a satisfactory classroom behavior, positive social interactions and greater overall improvement compared to respondents associated with the traditional type of educational program. However, no significant differences were identified in terms of emotional self-regulation and reported self-efficacy between the two types of programs. The interpretation of these results suggests that the Montessori programs can provide a beneficial educational environment for the children’s global development, improving important matters of their school and social life.</p>
</abstract>

The research investigates the impact that Montessori alternative education programs have on alleviating the effects of the ADHD symptomatology in the classroom and globally.As a cross-sectional study aimed at the comparative analysis of the academic performance, behavior, reactivity, self-efficacy and social integration, the research intends to provide a deep understanding of how this pedagogical method can contribute to the academic and social development of these pupils, while emphasizing their specific needs. The detailed analysis of the results brings to light the practical implications and the theoretical implications of using the Montessori method in the context of education for children with ADHD nationwide. Data were collected from a group of parents (N=104) who have children enrolled in eithe Montessori or traditional education programs and the analysis was aimed at assessing the significant differences between the two groups, as they were perceived by the respondents.
The overall results indicated that in the Montessori reference classroom, parents reported children’s better academic performance, a satisfactory classroom behavior, positive social interactions and greater overall improvement compared to respondents associated with the traditional type of educational program. However, no significant differences were identified in terms of emotional self-regulation and reported self-efficacy between the two types of programs. The interpretation of these results suggests that the Montessori programs can provide a beneficial educational environment for the children’s global development, improving important matters of their school and social life.

The Impact of the Montessori Education on Pupils Diagnosed with ADHD: the Analysis of the Perceived Level of Academic Performance, Behaviour, Reactivity, Self-Eficacity, and Social Integration by Reference to Traditional Education Programs

Lecturer PhD, Stefan cel Mare University of Suceava

Journal of Education, Society & Multiculturalism

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

The research investigates the impact that Montessori alternative education programs have on alleviating the effects of the ADHD symptomatology in the classroom...

The Impact of the Montessori Education on Pupils Diagnosed with ADHD: the Analysis of the Perceived Level of Academic Performance, Behaviour, Reactivity, Self-Eficacity, and Social Integration by Reference to Traditional Education Programs

Publié en ligne: 20 juin 2024

Pages: 72 - 86

DOI: https://doi.org/10.2478/jesm-2024-0005

Mots clés
Montessori, traditional education, academic performance, classroom behavior, emotional self-regulation, self-efficacy, social interactions

© 2024 Marius-Costel Eşi, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

The Impact of the Montessori Education on Pupils Diagnosed with ADHD: the Analysis of the Perceived Level of Academic Performance, Behaviour, Reactivity, Self-Eficacity, and Social Integration by Reference to Traditional Education Programs

Publié en ligne: 20 juin 2024

Pages: 72 - 86

DOI: https://doi.org/10.2478/jesm-2024-0005

Mots clésMontessori, traditional education, academic performance, classroom behavior, emotional self-regulation, self-efficacy, social interactions

© 2024 Marius-Costel Eşi, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Mots clés
Montessori, traditional education, academic performance, classroom behavior, emotional self-regulation, self-efficacy, social interactions