NEUROCOGNITIVE BASIS OF ACADEMIC PERFORMANCE: A REHABILITATION-FOCUSED PERSPECTIVE

Abstract

Academic performance represents a complex interplay of multiple neurocognitive domains, including executive functions, memory systems, attention networks, and processing speed. This chapter examines the neurobiological foundations underlying academic achievement and explores rehabilitation approaches for students experiencing cognitive difficulties. The chapter presents a framework for understanding learning difficulties through a neurocognitive lens and discusses evidence-based rehabilitation strategies, including cognitive training, metacognitive interventions, assistive technologies, and multimodal approaches. Clinical applications for students with learning disabilities, attention-deficit/hyperactivity disorder, traumatic brain injury, and other neurodevelopmental conditions are explored.