La fragilità invisibile dell’ADHD tra difficoltà di diagnosi e dispositivi didattici inclusivi

The article conceptualizes ADHD in childhood and adolescence as an in-visible fragility, focusing on its educational and school-related implications. Framed as a conceptual paper, it mobilizes an evidence-informed reading of current literature to discuss the potential of digital technologies, digital health interventions, and artificial intelligence systems in educational con-texts. The analysis is structured around three main trajectories: shared dig-ital monitoring, scaffolding of executive functions in study activities, and the ethical, design, and governance conditions required for an inclusive use of AI. ADHD is thus considered a paradigmatic case for rethinking educa-tional environments capable of redistributing responsibilities and executive demands.