This study aimed at enhancing the academic achievement of learners with attention deficit hyperactive disorder (ADHD) symptoms in Government primary schools in Wakiso District Uganda. The purpose of this study was to examine the effect of teacher-learner proximity (TLP) as an intervention on the academic achievement of learners displaying symptoms of ADHD in Government primary schools within Wakiso District, Uganda. The study was a follow-up from the baseline study that established the prevalence of ADHD symptoms among primary school learners in Wakiso district Uganda. The study utilized an experimental design, specifically a randomized controlled trial (RCT) involving two clusters - an experimental group where TLP was implemented and a control group where traditional teaching methods were upheld. A total of 104 learners, with 52 in each cluster and 32 teachers – 16 in the experimental and 16 in the control group, were chosen from 4 schools in each group. Analysis of the results showed that teacher learner proximity significantly improved the academic performance of learners with ADHD symptoms, particularly in numeracy, reading, and writing abilities. The statistical analysis revealed a p-value of .000, indicating a substantial positive impact of TLP on academic achievement. Notably, the paired t test mean writing scores increased significantly from 26% before TLP to 72% post TLP intervention, highlighting the efficacy of TLP as an educational intervention. This study recommends that TLP can be advantageous not only for academic subjects but also for promoting the holistic development of skills among learners, irrespective of ADHD symptomatology. This study contributes to the pursuit of goal number 4 of the sustainable development goals by promoting inclusive and equitable quality education for all learners, including those with ADHD symptoms.

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