Assessment of Attention-Deficit Hyperactivity Disorder Symptoms and Academic Difficulties Among Primary School Pupils in Enugu State

Attention-deficit hyperactivity disorder significantly impairs academic functioning, yet it remains under-identified and poorly supported in Nigerian primary school systems, where teacher awareness and counselling services are limited. This study assessed the prevalence of ADHD symptoms and their relationship to academic difficulties among primary school pupils in Enugu State, South East Nigeria. A descriptive survey was conducted in six primary schools in Enugu North and Enugu East LGAs, with 240 pupils in primary three to five assessed. The Conners Teacher Rating Scale-Revised was completed by class teachers, and academic performance was assessed through most recent school scores in English and Mathematics. Descriptive statistics and correlation analysis were applied. Results showed that 19.2 percent of pupils scored above the clinical threshold on hyperactivity-impulsivity subscales and 15.8 percent on attention deficit subscales. Combined presentation symptoms were identified in 11.3 percent. ADHD symptom severity was significantly negatively correlated with English performance (r = -0.53, p < 0.001) and Mathematics performance (r = -0.58, p < 0.001). Teacher awareness of ADHD as a specific condition was present in only 33.3 percent. Referral to counselling or specialist support had occurred for only 8.7 percent of high-scoring pupils. The study recommends teacher training on ADHD recognition, school counsellor ADHD screening protocols, and development of structured academic support plans for identified pupils in Enugu State primary schools. Keywords: ADHD, attention deficit hyperactivity disorder, primary school pupils, Enugu State, school counselling