<![CDATA[This study aims to describe the dynamics of interest in early writing learning among fourth-grade elementary school students at risk of Attention Deficit Hyperactivity Disorder (ADHD). This study employed a qualitative approach using a case study design. The research subject was a fourth-grade elementary school student who exhibited symptoms indicating a risk of ADHD, such as difficulty maintaining attention, hyperactive and impulsive behavior, and difficulties in completing writing tasks. The study was conducted within the context of daily classroom learning activities. Data were collected through observation, interviews, and documentation. Observation was conducted to examine the student's behavior during the learning process. Interviews were conducted with the teacher, the student, and the student's parents to obtain information regarding learning interest, learning behavior, and factors influencing the student's engagement in learning activities, particularly in early writing. Documentation was used to analyze the student's writing products and other supporting data. Data were analyzed using the Miles and Huberman model, which consisted of data collection, data reduction, data display, and drawing conclusion. The results show that the dynamics of interest in early writing learning among fourth-grade elementary school students at risk of ADHD are fluctuating and are influenced by various internal and external factors. Internal factors include learning motivation, the ability to sustain attention, emotional condition, and mental fatigue during writing activities. External factors include the teacher's instructional methods, classroom environment, parental support, and the use of engaging learning media. This study concludes that adaptive and inclusive instructional strategies are essential for enhancing interest in early writing learning among elementary school students at risk of ADHD.]]>
