Association between multiple discrimination experiences and disordered eating behavior among Brazilian university students.

Attention-deficit/hyperactivity disorder (ADHD), a clinically significant neurodevelopmental condition characterized by persistent inattention, hyperactivity, and impulsivity [], affects approximately 7.6% (95% CI: 6.1–9.4) of children aged 3–12 years and 5.6% (95% CI: 4.8–7.0) of adolescents aged 12–18 years globally []. Although clinical diagnosis typically occurs during school years, accumulating evidence indicates that 70–80% of preschool children exhibiting ADHD symptoms maintain clinically relevant symptomatology into middle childhood [, ], highlighting the importance of early identification. However, the inherent behavioral variability characteristic of typical preschool development complicates reliable diagnosis at this critical stage [], underscoring the need for objective behavioral markers to facilitate early screening. Physical activity (PA) represents a promising behavioral domain for both early identification and intervention of ADHD [, ]. As a quantifiable manifestation of behavior, PA may reflect core ADHD-related characteristics, including executive dysfunction. Indeed, existing research has identified distinct PA profiles in children with ADHD, including greater overall PA volume [], increased movement variability [], higher activity levels []and reduced sedentary time [] compared to typically developing peers. However, current evidence regarding PA patterns in ADHD presents apparent paradox. While some studies report elevated activity levels, others demonstrate reduced PA engagement or no significant differences. A critical synthesis of these studies suggests that these discrepancies are not arbitrary but may be attributed to several key factors. First, methodological heterogeneity plays a crucial role. Observational studies often rely on parent or teacher reports, which tend to capture macro-level, perceptible hyperactivity and may be biased by recall or situational specificity, frequently indicating reduced structured PA participation [, ]. In contrast, device-based accelerometry objectively quantifies micro-level movement patterns across the entire intensity spectrum, often revealing greater total volume and more variable movement in children with ADHD []. Second, environmental context exerts a regulatory influence. Structured environments (e.g., kindergarten settings) with adult supervision may suppress hyperactive behaviors compared to less-controlled environments (e.g., home settings), leading to context-dependent PA profiles. Third, and critically, the developmental stage of the sample is a likely pivotal variable. The majority of existing evidence is derived from school-aged children with established ADHD diagnoses. The preschool period represents a distinct neurodevelopmental stage characterized by rapid maturation of motor control and executive functions. The expression of ADHD-related motor signatures in this early period may differ qualitatively and quantitatively from later childhood of symptoms [], yet it remains systematically understudied. Consequently, the central question evolves from merely whether PA differs in ADHD to under what conditions, how, and at which developmental stage these differences emerge. The present study addresses this question directly by focusing on the understudied preschool population, employing objective accelerometry, and observing within the semi-structured kindergarten environment. This design allows us to characterize early, context-specific PA profiles associated with ADHD symptoms, thereby contributing data from a critical developmental window to help resolve the broader scientific debate.