In June 2023, when he first began receiving intervention at the center, Danh Nguyen Hao Nam was a first-grade student at a primary school. According to a psychological assessment, Nam was diagnosed with attention deficit hyperactivity disorder (ADHD) and language development delay. These challenges made his learning and integration at school extremely difficult.
In the early stage, Nam was barely able to recognize basic colors and shapes, and his pre-academic and cognitive skills were very limited. In class, he often struggled to sit still, acted impulsively, and did not follow teachers’ instructions. Outbursts such as pushing, hitting classmates, and spilling water in the classroom occurred frequently. These behaviors disrupted the learning environment and made classroom management challenging for teachers.
After a period of observation, the principal invited Nam’s parents for a meeting. The school clearly stated that if his situation did not improve within a week, they would not be able to continue accepting him due to concerns about the impact on other students. This information caused significant stress and concern for the family.
With the hope of helping their child remain in school, Nam’s mother proactively brought him to the center for intervention and worked with teachers to develop a support plan. During the intervention process, Nam participated in activities designed to improve concentration, develop language skills, recognize colors and shapes, and build foundational learning skills. In addition, the center focused on behavior management, helping him learn to listen, wait for his turn, and interact appropriately with peers.
Encouragingly, after about one month, Nam showed clear improvements. His outbursts significantly decreased, and he began to follow instructions and participate more actively in class activities. Recognizing this progress, the school decided to allow him to continue studying with his classmates.
Building on this foundation, Nam continued receiving support from both his family and teachers. Over the years, he gradually improved his attention, communication, and learning skills. Basic knowledge such as recognizing colors, shapes, reading, writing, and arithmetic was steadily strengthened.
Now at the age of 9, Nam is in third grade. Impressively, he has caught up with the school curriculum and can participate in learning activities alongside his peers like other students. His journey demonstrates that timely intervention, family perseverance, and school support can create meaningful positive changes for children.
Nam’s story not only brings joy to his family but also serves as an inspiration for many parents facing similar challenges. With early detection and appropriate support, children can fully develop, integrate, and make progress in both learning and life.
