Attention and self-regulation in students with attention deficit hyperactivity disorder. A systematic review
Keywords:
Pedagogical strategies, school context, attention, self-regulation, ADHD, (UNESCO Thesaurus).
Abstract
The current study aimed to analyze the pedagogical strategies implemented in the school context to promote attention and self-regulation in students diagnosed with ADHD. Methodologically, we turned to the systematic review of 21 empirical studies published between 2016 and 2025, which implemented educational strategies in school settings to support students with ADHD. The findings were organized into seven thematic categories of intervention with documented impact on three key dimensions: sustained attention, emotional and behavioral self-regulation, and academic performance. As a result, mindfulness practices, self-instructions, contextualized curricular adaptations, and positive reinforcement stood out for their effectiveness. Therefore, it was concluded that the most effective strategies were those integrated in structured, emotionally safe environments with differentiated supports, which, in turn, reinforced the need for inclusive, sustained and ecological approaches.
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References
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Chamorro, D. X., Hurtado, C. R., Chamorro, Y. C., Isea, J. J. (2024). Comprehensive approaches to prevent clinical illness and promote mental health in children and adolescents. Health Leadership and Quality of Life, 3(568), 1-17. https://n9.cl/7wcx6
Costa De Oliveira, T., González, A., Alonso, I., y Martínez, M. (2024). Inclusive school and the impact of programs promoting socio-emotional competencies based on mindfulness in ADHD in primary school students. Salud, Ciencia y Tecnología, 4, 1170. https://n9.cl/7ynmv
Elzohairy, N., Elzlbany, G., Khamis, B., El-Monshed, A., & Atta, M. (2024). Mindfulness-based training effect on attention, impulsivity, and emotional regulation among children with ADHD: The role of family engagement in randomized controlled trials. Archives of Psychiatric Nursing, 53(September), 204-214. https://n9.cl/uyomm
Gibbs, K. (2023). Australian teachers and school leaders’ use of differentiated learning experiences as responsive teaching for students with ADHD. Emotional and Behavioural Difficulties, 28(1), 18-31. https://n9.cl/1gxel
Holopainen, M., Hintsanen, M., Lahti, J., Vahlberg, T., & Volanen, S. (2025). Can a Universal Mindfulness Intervention in Schools Reduce ADHD Symptoms among Adolescents? A Cluster Randomized Controlled Trial. Scandinavian Journal of Psychology, 2025, 338-354. https://n9.cl/68lpp
Isea, JJ, Molina, T., Álvarez, G., y Romero, A. (2025). Impact of academic stress on the well-being of postgraduate students: coping Strategies. Salud, Ciencia y Tecnología - Serie de Conferencias, 4(628), 1-10. https://n9.cl/suqky
Jiménez, A., Perdomo, L., y Sánchez, A. (2024). La atención al escolar con trastorno por déficit atencional e hiperactividad en un contexto inclusivo. Revista Conrado, 20(98), 188-196. https://n9.cl/mqy7e
Lai, M., Chiang, M., Shih, C., & Shih, C. (2018). Applying a Vibration Reminder to Ameliorate the Hyperactive Behavior of Students with Attention Deficit Hyperactivity Disorder in Class. Journal of Developmental and Physical Disabilities, 30(6), 835-844. https://n9.cl/jjmy2g
Landis, T., Hart, K., & Graziano, P. (2019). Targeting self-regulation and academic functioning among preschoolers with behavior problems: Are there incremental benefits to including cognitive training as part of a classroom curriculum? Child Neuropsychology, 25(5), 688-704. https://n9.cl/hemn6y
McDougal, E., Tai, C., Stewart, T., Booth, J., & Rhodes, S.(2024). Understanding and supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of children with ADHD and their teachers. Journal of Autism and Developmental Disorders, 53(9), 3406-3421. https://n9.cl/tb1bre
Michiels, L., Michiels, J., De Coninck, D., Van Doren, S., & Toelen, J. (2025). Navigating ADHD in Belgian Elementary Schools: Teacher Insights and Intervention Gaps. Child: Care, Health and Development, 51(3), e70070. https://n9.cl/n4qw9
Moore, D. A., Russell, A. E., Arnell, S., & Ford, T. J. (2017). Educators’ experiences of managing students with ADHD: a qualitative study. Child: Care, Health and Development, 43(4), 489-498. https://n9.cl/fp3bq
Moreno, V., y Rodríguez, C.(2024). Claves didácticas para la enseñanza de la escritura narrativa en el alumnado con Trastorno por Déficit de Atención o Hiperactividad según el reto inclusivo que plantea la LOMLOE. Didáctica. Lengua y Literatura, 36(Especial), 135-146. https://n9.cl/ash2tj
Pachito, N., Jimenez, J., y Rojas, G. (2024). Actividades lúdicas inclusivas para estudiantes con trastorno de déficit de atención e hiperactividad en la clase de Educación Física. Podium, Revista de Ciencia y tecnología en la Cultura Física, 19(3), e1722. https://n9.cl/lzz5s
Pérez, M., Gil, M., y Oliva, F.(2024).Teaching English to students with attention deficit hyperactivity disorder (ADHD). Education in the Knowledge Society, 25, 2024, 1-15. https://n9.cl/utcws
Saldarriaga, A. del-C., y Briones, Y. (2022). El aprendizaje de estudiantes con trastorno por déficit de atención e hiperactividad desde las TIC. EPISTEME KOINONIA, 5(1), 405-416. https://n9.cl/1smgs
Shahi, A., Amiri, M., & Ebrahimi, L. (2024). The effectiveness of teaching self-regulatory strategies on attention deficit, social adjustment, and self-efficacy in children with Attention -Deficit/Hyperactivity Disorder. Scientific Journal of Rehabilitation Medicine, 13(April), 106-119. https://n9.cl/q1iuu
Strelow, A., Dort, M., Schwinger, M., & Christiansen, H. (2021). Influences on pre-service teachers’ intention to use classroom management strategies for students with ADHD: A model analysis. International Journal of Educational Research, 103, 1-13. https://n9.cl/jwjxm
Staff, A., van der Oord, S., Oosterlaan, J., Hornstra, R., Hoekstra, P., van den Hoofdakker, B. & Luman, M. (2022). Effectiveness of Specific Techniques in Behavioral Teacher Training for Childhood ADHD Behaviors: Secondary Analyses of a Randomized Controlled Microtrial. Research on Child and Adolescent Psychopathology, 50(7), 867-880. https://n9.cl/16knm
Tavlin, S., Ariol, M., & Lawson, G.(2025). Strengthening relationships with students with ADHD symptomology: A qualitative study about teacher perspectives. Teaching and Teacher Education, 153, 104820. https://n9.cl/mdvs6
Tegtmejer, T. (2019). ADHD as a classroom diagnosis. An exploratory study of teachers’ strategies for addressing ‘ADHD classroom behaviour’. Emotional and Behavioural Difficulties, 24(3), 239-253. https://n9.cl/5ln83
Valda, V., Suñagua, R., y Coaquira, R. (2018). Estrategias de intervencion para niños y niñas con tdah en edad escolar. Revista de Investigacion Psicologica, (20), 119-179. https://n9.cl/tji23
Wilkes, S., Parsons, L., Parsons, D., Mahoney, N., Hancock, N., Cordier, R., Lincoln, M., Chen, Y., & Bundy, A. (2024). An evaluation of intervention appropriateness from the perspective of parents: A peer-mediated, play-based intervention for children with ADHD. Australian Occupational Therapy Journal, December 2023, 1015-1027. https://n9.cl/0pll8
Cajas, P., Velasco, C., y Mejías, M. (2025). Uso de la tecnología en la práctica de enfermería en cuidados críticos. Revista Arbitrada Interdisciplinaria de Ciencias de la Salud. Salud y Vida, 9(17), 136-153. https://n9.cl/r6zun
Chamorro, D. X., Hurtado, C. R., Chamorro, Y. C., Isea, J. J. (2024). Comprehensive approaches to prevent clinical illness and promote mental health in children and adolescents. Health Leadership and Quality of Life, 3(568), 1-17. https://n9.cl/7wcx6
Costa De Oliveira, T., González, A., Alonso, I., y Martínez, M. (2024). Inclusive school and the impact of programs promoting socio-emotional competencies based on mindfulness in ADHD in primary school students. Salud, Ciencia y Tecnología, 4, 1170. https://n9.cl/7ynmv
Elzohairy, N., Elzlbany, G., Khamis, B., El-Monshed, A., & Atta, M. (2024). Mindfulness-based training effect on attention, impulsivity, and emotional regulation among children with ADHD: The role of family engagement in randomized controlled trials. Archives of Psychiatric Nursing, 53(September), 204-214. https://n9.cl/uyomm
Gibbs, K. (2023). Australian teachers and school leaders’ use of differentiated learning experiences as responsive teaching for students with ADHD. Emotional and Behavioural Difficulties, 28(1), 18-31. https://n9.cl/1gxel
Holopainen, M., Hintsanen, M., Lahti, J., Vahlberg, T., & Volanen, S. (2025). Can a Universal Mindfulness Intervention in Schools Reduce ADHD Symptoms among Adolescents? A Cluster Randomized Controlled Trial. Scandinavian Journal of Psychology, 2025, 338-354. https://n9.cl/68lpp
Isea, JJ, Molina, T., Álvarez, G., y Romero, A. (2025). Impact of academic stress on the well-being of postgraduate students: coping Strategies. Salud, Ciencia y Tecnología - Serie de Conferencias, 4(628), 1-10. https://n9.cl/suqky
Jiménez, A., Perdomo, L., y Sánchez, A. (2024). La atención al escolar con trastorno por déficit atencional e hiperactividad en un contexto inclusivo. Revista Conrado, 20(98), 188-196. https://n9.cl/mqy7e
Lai, M., Chiang, M., Shih, C., & Shih, C. (2018). Applying a Vibration Reminder to Ameliorate the Hyperactive Behavior of Students with Attention Deficit Hyperactivity Disorder in Class. Journal of Developmental and Physical Disabilities, 30(6), 835-844. https://n9.cl/jjmy2g
Landis, T., Hart, K., & Graziano, P. (2019). Targeting self-regulation and academic functioning among preschoolers with behavior problems: Are there incremental benefits to including cognitive training as part of a classroom curriculum? Child Neuropsychology, 25(5), 688-704. https://n9.cl/hemn6y
McDougal, E., Tai, C., Stewart, T., Booth, J., & Rhodes, S.(2024). Understanding and supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of children with ADHD and their teachers. Journal of Autism and Developmental Disorders, 53(9), 3406-3421. https://n9.cl/tb1bre
Michiels, L., Michiels, J., De Coninck, D., Van Doren, S., & Toelen, J. (2025). Navigating ADHD in Belgian Elementary Schools: Teacher Insights and Intervention Gaps. Child: Care, Health and Development, 51(3), e70070. https://n9.cl/n4qw9
Moore, D. A., Russell, A. E., Arnell, S., & Ford, T. J. (2017). Educators’ experiences of managing students with ADHD: a qualitative study. Child: Care, Health and Development, 43(4), 489-498. https://n9.cl/fp3bq
Moreno, V., y Rodríguez, C.(2024). Claves didácticas para la enseñanza de la escritura narrativa en el alumnado con Trastorno por Déficit de Atención o Hiperactividad según el reto inclusivo que plantea la LOMLOE. Didáctica. Lengua y Literatura, 36(Especial), 135-146. https://n9.cl/ash2tj
Pachito, N., Jimenez, J., y Rojas, G. (2024). Actividades lúdicas inclusivas para estudiantes con trastorno de déficit de atención e hiperactividad en la clase de Educación Física. Podium, Revista de Ciencia y tecnología en la Cultura Física, 19(3), e1722. https://n9.cl/lzz5s
Pérez, M., Gil, M., y Oliva, F.(2024).Teaching English to students with attention deficit hyperactivity disorder (ADHD). Education in the Knowledge Society, 25, 2024, 1-15. https://n9.cl/utcws
Saldarriaga, A. del-C., y Briones, Y. (2022). El aprendizaje de estudiantes con trastorno por déficit de atención e hiperactividad desde las TIC. EPISTEME KOINONIA, 5(1), 405-416. https://n9.cl/1smgs
Shahi, A., Amiri, M., & Ebrahimi, L. (2024). The effectiveness of teaching self-regulatory strategies on attention deficit, social adjustment, and self-efficacy in children with Attention -Deficit/Hyperactivity Disorder. Scientific Journal of Rehabilitation Medicine, 13(April), 106-119. https://n9.cl/q1iuu
Strelow, A., Dort, M., Schwinger, M., & Christiansen, H. (2021). Influences on pre-service teachers’ intention to use classroom management strategies for students with ADHD: A model analysis. International Journal of Educational Research, 103, 1-13. https://n9.cl/jwjxm
Staff, A., van der Oord, S., Oosterlaan, J., Hornstra, R., Hoekstra, P., van den Hoofdakker, B. & Luman, M. (2022). Effectiveness of Specific Techniques in Behavioral Teacher Training for Childhood ADHD Behaviors: Secondary Analyses of a Randomized Controlled Microtrial. Research on Child and Adolescent Psychopathology, 50(7), 867-880. https://n9.cl/16knm
Tavlin, S., Ariol, M., & Lawson, G.(2025). Strengthening relationships with students with ADHD symptomology: A qualitative study about teacher perspectives. Teaching and Teacher Education, 153, 104820. https://n9.cl/mdvs6
Tegtmejer, T. (2019). ADHD as a classroom diagnosis. An exploratory study of teachers’ strategies for addressing ‘ADHD classroom behaviour’. Emotional and Behavioural Difficulties, 24(3), 239-253. https://n9.cl/5ln83
Valda, V., Suñagua, R., y Coaquira, R. (2018). Estrategias de intervencion para niños y niñas con tdah en edad escolar. Revista de Investigacion Psicologica, (20), 119-179. https://n9.cl/tji23
Wilkes, S., Parsons, L., Parsons, D., Mahoney, N., Hancock, N., Cordier, R., Lincoln, M., Chen, Y., & Bundy, A. (2024). An evaluation of intervention appropriateness from the perspective of parents: A peer-mediated, play-based intervention for children with ADHD. Australian Occupational Therapy Journal, December 2023, 1015-1027. https://n9.cl/0pll8
Published
2025-07-01
How to Cite
Sánchez-Andrade, M., & Alcívar-Pincay, G. (2025). Attention and self-regulation in students with attention deficit hyperactivity disorder. A systematic review. CIENCIAMATRIA, 11(1), 887-911. https://doi.org/10.35381/cm.v11i1.1601
Section
De Investigación
Copyright (c) 2025 Marjorie Janeth Sánchez-Andrade, Gloria Anabel Alcívar-Pincay
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