The purpose of this research paper is to provide an overview of recent scientific research focused on the challenges and educational strategies and trends related to learners with Attention Deficit Hyperactivity Disorder (ADHD) in foreign language education. It reviews a range of scholarly articles examining how ADHD impacts language acquisition, specifically addressing difficulties in concentration, memory, vocabulary learning, reading comprehension, and task completion. The overview also explores effective teaching approaches, including differentiated instruction, and classroom modifications, that have been suggested to support ADHD learners. Additionally, the paper aims to provide an introduction to innovative approaches to inclusive learning and its impact on academic outcomes of ADHD learners. By critically analysing a variety of research findings, the review highlights key educational trends, gaps in the current literature, and practical recommendations for educators aiming to improve language learning experiences for the ADHD learners in lower-secondary school environment. This work serves as a resource for educators, researchers interested in optimizing language education for diverse learners.

Keywords: Language learning, special education, ADHD, inclusive education, foreign languages.