Barkin Kose

1 Introduction Participation, as defined by the International Classification of Functioning, Disability and Health, refers to involvement in life situations (World Health Organization [WHO] 2001). It is central to students' development and well-being in school (Leonardi et al. 2022). The family of participation-related constructs further conceptualizes participation as comprising two dimensions: attendance (being there) and involvement (the experience while attending).

1 Introduction Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental difference associated with variations in attention regulation, activity levels and impulse control. These differences interact with environments and expectations, meaning that children may experience barriers to participation in certain environments and situations (Barry et al. 2002).

There is an urgent need for current evidence on the school participation of children with Attention deficit hyperactivity disorder (ADHD), along with an in-depth investigation of the various types of activities that are performed at school and the specific features of the environment that serve as barriers or supports.