PERAN RUANG SEKOLAH SEBAGAI MEDIA REGULASI PERILAKU DAN ISTIRAHAT MENTAL ANAK ATTENTION DEFICIT/HYPERACTIVITY DISORDER DI KOTA BANDUNG

Abstract

Children with Attention Deficit/Hyperactivity Disorder (ADHD) demonstrate specific characteristics, including challenges in maintaining focus, accompanied by high levels of mobility and impulsivity, resulting in a need for more frequent mental breaks compared to neurotypical children. This condition requires a more inclusive school environment that not only accommodates focused learning but also supports the need for mental breaks for mental regulation and attention restoration. The study aims to examine the role of class in facilitating behavior regulation and mental breaks for children with ADHD through an observational study at two educational institutions in Bandung. The research method employed direct observation to examine the behavior of children with ADHD and identify visual elements of space, such as lighting, color, spatial configuration, and furniture layout. The results of the study show children with ADHD use movement activities for emotional regulation and tend to return to spaces with low distraction to restore focus after fulfilling their mental breaks. A comparison between the two schools indicates that structured spaces support the behavior habituation, whereas flexible spaces with spatial zoning of activities provide more adaptive activity options. This study highlights that providing spaces for mental breaks in school environments is essential for children with ADHD. So, they can refocus and engage the learning process effectively.

Keyword: ADHD, Behavior Regulation, Inclusive Room, Mental Breaks, School.