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THE RELATIONSHIP BETWEEN ATTENTION-DEFICIT HYPER ACTIVITY DISORDER (ADHD) AND SOCIAL SKILL ACQUISITION AMONG LEARNERS IN PRIMARY SCHOOLS IN UYO LOCAL GOVERNMENT AREA

ABSTRACT

This study examined the relationship between attention-deficit hyperactivity disorder (ADHD) and social skill acquisition among learners in primary schools in Uyo Local Government Area, AkwaIbom State, Nigeria. ADHD is widely recognized as a neurodevelopmental disorder associated with inattention, hyperactivity, and impulsivity, often contributing to pervasive social difficulties. Social skills such as communication, leadership, and competitiveness—are essential developmental competencies that enable children to build relationships, navigate social environments, and foster emotional resilience. Yet, research is in conclusive on whether the deficits observed in children with ADHD reflect impaired social skill acquisition or difficulties in performance. Adopting a descriptive survey design, this study sampled 97 respondents, including 80 pupils diagnosed with ADHD and 17 teachers, across ten public primary schools in Uyo. Data were collected using a validated researcher designed instrument titled Social Skills and Attention Deficit Hyperactive Disorder (SSADHD), with a reliability coefficient of 0.78. Pearson Product Moment Correlation (PPMC) was employed to analyze the data at a 0.05 level of significance. Findings revealed significant positive relationships between ADHD and pupils’ acquisition of communication skills (r=0.321, p<0.05), leadership skills (r=0.381, p<0.05), and competitive skills (r=0.731, p<0.05). These results indicate that ADHD substantially influences social skill development, with implications for both peer interactions and long-term socio-emotional outcomes. The study highlights that children with ADHD exhibit measurable social skill deficits that are strongly associated with the disorder, reinforcing the need for targeted interventions that emphasize not only skill training but also contextual performance supports from teachers, parents, and peers. The study recommends integrating structured play, communication enhancing strategies, and leadership opportunities into classroom practice, along side parent–teacher collaboration, to support children with ADHD in developing functional social competencies. These findings contribute to the growing literature on ADHD in African contexts, offering practical insights for educators, parents, and policy makers seeking to mitigate the adverse social outcomes of ADHD in primary school learners.

KEYWORDS: Attention-Deficit, Hyper Activity Disorder (ADHD), Social Skill Acquisition, Learners, Primary Schools and Uyo Local Government Area.

Immaculata UMOH, Ph.D., UDOETE, Scholarstica Mfon, IDIKA, MercyNdukwe, And EZEANYI, Chizoba Mercy

KING-UK INTERNATIONAL JOURNAL OF ACADEMIC ANTHOLOGY, UNITED STATES, VOL.9 NO.1