Beyond Behavior: Understanding ADHD Burnout and the Need for Belonging in UAE Schools

ABSTRACT Attention‐deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders in the UAE and poses specific difficulties in school settings. There is a wide gap in researching internationally, and within the UAE specifically, ADHD burnout, defined as emotional fatigue and mental overwhelm, is an emerging concept. Despite growing awareness, ADHD burnout is under‐researched and poorly addressed in education systems. This qualitative study explores parents' views on ADHD burnout and its connection to the children's sense of belonging in schools in the UAE. Informed by Social Identity Theory and Cognitive Load Theory, the study aims to understand how these theories, when combined, impact the students' experiences. Eight parents took part in four online focus groups, and discussions were analyzed through reflexive thematic analysis. Four key themes were identified: (1) Assailable humans—feelings of overwhelm and the struggle to fit in; (2) Behavior as communication—manifestations of social isolation; (3) The surrounding ecology—supportive relationships versus lack of understanding; and (4) Collective assistance—challenges in maintaining pace with peers. The findings emphasize the need to address ADHD burnout and school belonging, highlighting the need of met staff training and policy initiatives aimed at fostering neuro‐affirming practices in inclusive schools.