GASPRO International Journal of Eminent Scholars

Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental condition that significantly impacts children’s ability to focus, control impulses, and maintain appropriate behavior, particularly within educational settings. This study investigates the relationship between ADHD and the acquisition of key social skills among primary school pupils in Uyo Local Government Area, Nigeria. Specifically, the study examines how ADHD influences the development of communication, leadership, competitive, and friendliness skills. Employing a correlational research design, the study involved a purposive sample of 80 pupils diagnosed with ADHD and 17 teachers from ten public primary schools in Uyo. Data were collected using a custom-developed instrument titled Social Skills and Attention Deficit Hyperactivity Disorder (SSADHD), which includes a 4-point rating scale to measure responses. The instrument's validity was confirmed through expert review, and reliability was established with a Cronbach alpha coefficient of 0.78. The results indicate a significant relationship between ADHD and the acquisition of each targeted social skill. Pupils with ADHD face considerable challenges in communication, leadership, competitive, and friendliness skills, which are crucial for their academic and social success. These findings highlight the pervasive difficulties ADHD students encounter in developing effective interpersonal skills, which can lead to long-term consequences if not addressed. Based on these results, the study recommends several interventions: prioritizing communication skill development through structured exercises, incorporating play-based activities to enhance friendliness, integrating leadership training into classroom activities to boost self-esteem, and encouraging competitive engagements to foster a growth mindset. These strategies aim to support the holistic development of pupils with ADHD, improving their ability to interact successfully within both academic and social contexts.

KEYWORDS: Attention Deficit Hyperactive Disorder, Social Skills Acquisition, Learners, Primary Schools, Uyo Local Government Area