Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent behavioral disorders among children, significantly impacting their academic performance and classroom experiences. This poster session focuses on a study to identify elementary students at risk for ADHD in inclusive classrooms and investigate the perceived effects of some classroom intervention strategies. In a sample of 27 students aged 3 to 7, the research utilized the DSM-V checklist alongside teacher and peer nominations to identify students with key symptoms of ADHD. After training teachers to identify and manage these behaviors, an eight-week intervention was implemented. Data was collected through a structured survey and classroom observations. The findings indicated significant improvements in students' attention and organizational skills, particularly during reading, writing, and mathematics tasks. Importantly, a combined intervention approach (environmental modifications + behavioral therapy) emerged as the most effective strategy for enhancing learning and engagement among students with ADHD. This session will discuss the implications for classroom practice and provide insights into effective intervention methods for supporting ADHD students in inclusive settings. Attendees will gain valuable knowledge on practical strategies to implement in their own classrooms, fostering a more supportive learning environment for children facing the challenges of ADHD.