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Children living with autism and attention deficit hyperactivity disorder (ADHD) continue to encounter barriers in Nigerian schools because many teachers lack the specialist knowledge required to understand their behaviour and learning needs, education experts have warned.
The specialists said the situation highlights weaknesses in the country’s approach to inclusive education, noting that pupils who require additional assistance are often left without the support necessary to participate fully in classroom activities.
They identified inadequate professional preparation, the limited availability of assessment services and negative societal attitudes as factors affecting the educational experiences of neurodivergent children. According to them, these challenges can prevent pupils from receiving appropriate assistance at an early stage.
The experts also expressed concern that some teachers mistake the characteristics of autism and ADHD for indiscipline or unwillingness to learn. They explained that without proper training, educators may struggle to distinguish between behavioural difficulties and conditions that require specialised educational interventions.
They therefore called on education authorities to review teacher-training curricula and ensure that educators acquire practical skills in identifying different learning needs. They stressed that teachers should be equipped to adapt classroom activities and teaching methods to accommodate pupils with different abilities.
The specialists further urged the government to make professional assessments more accessible to families. They noted that the high cost of diagnostic services could prevent parents from obtaining the evaluations needed to understand their children’s challenges and secure appropriate support.
They also advocated stronger collaboration among schools, parents, educational psychologists and healthcare professionals to ensure that children receive coordinated assistance. According to the experts, effective support requires more than placing children in classrooms; it involves creating learning environments where their individual needs are understood and addressed.
The experts called for sustained investment in inclusive education, improved public awareness and continuous training for teachers. They maintained that strengthening these areas would help reduce discrimination, improve classroom participation and give children with autism and ADHD better opportunities to develop their abilities.
