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Abstract
This article highlights the developmental characteristics of children with
Attention Deficit and Hyperactivity Disorder (ADHD), parental attitudes toward them, and the optimization
of pedagogical and psychological approaches through the concept of the “30% rule.” The study presents
a scientifically grounded approach to the psychoneurological nature of ADHD. It justifies the necessity for
parents and educators to perceive the child not as one with “misbehavior,” but as an individual struggling
with a neuropsychological disorder. The article analyzes the significance of compassion, acceptance, and
adaptive rehabilitation measures in developing the child’s executive functions.
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