Developmental and Learning Problems in Schoolchildren: Understanding Impacts on Well-Being in the Context of Islamic Schooling

This chapter explores the challenges faced by students with developmental and learning challenges in educational settings, with a particular focus on autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). It begins by discussing the Islamic perspective on caring for the weak and disadvantaged, emphasising the importance of extending compassion to learners with disabilities in Islamic schools. It presents a literature review conducted to understand the current landscape of support for students with ASD and ADHD, especially in the Australian context. Key themes highlighted in the chapter include the impact of developmental challenges on various aspects of children’s lives, the importance of collaboration among educators, parents, and healthcare professionals, and the need to dispel misconceptions and embrace neurodiversity. It also emphasises the significance of inclusive education strategies, such as visual supports, individualised education plans, and social skills instruction, in supporting students with ASD and ADHD. The role of Islamic schools has been discussed in providing a supportive environment for students with disabilities, offering smaller class sizes, specialised curricula, and access to resources. It also highlights the importance of implementing evidence-based strategies and fostering a collaborative and supportive environment to create inclusive classrooms where all students can thrive academically, socially, and emotionally. This chapter contributes to the existing literature by providing insights into understanding and supporting students with ASD and ADHD in educational settings, particularly Islamic schools. It highlights the significance of collaboration, inclusive education strategies, and fostering a supportive environment to ensure the well-being and success of these students. It also aligns well with the book’s objective of fostering well-being in Islamic schools. By sharing these insights, academic scholars, school leaders, teachers, and policymakers will gain a comprehensive understanding of the diagnosis, management, and therapy landscape, enabling them to better support affected students within the Islamic schooling context.