Inclusão de crianças com transtorno de déficit de atenção e hiperatividade no âmbito escolar: uma análise sobre o acesso ao tratamento medicamentoso pelo SUS

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) represents one of the most recurring challenges in the educational environment. This monograph seeks to analyze how access to medication treat-ment through the Unified Health System (SUS) interferes with the school inclusion of children with ADHD. Using a bibliographic approach, based on scientific articles and official documents, the research investigates current legislation, public policies aimed at inclusion, the challenges faced by families and educational institutions, as well as the cultural and institutional barriers that hinder equal access to health and education. The analysis reveals that, despite legal advancements, short-comings persist in the practical implementation of these guarantees, such as a shortage of specialized professionals, unequal distribution of medication, and the absence of well-defined intersectoral pro-tocols. The significant impact of social stigma surrounding ADHD is also observed, compromising early diagnosis and adequate educational support. The study concludes that effective inclusion de-pends on coordinated actions between the health and education sectors, as well as overcoming struc-tural and cultural obstacles. A more attentive and empathetic approach to the specific needs of these students is essential for building a fairer, more welcoming, and equitable educational system.