Estrategias de manejo del aula para mejorar la atención y la autorregulación en estudiantes con TDAH: una revisión sistemática.

Abstract

In school settings, addressing ADHD requires differentiated pedagogical strategies that respond to students’ attentional, emotional, and academic needs. This systematic review examines 21 empirical studies published between 2016 and 2025 that implemented educational strategies in school contexts to support students with ADHD. The findings are organized into seven thematic categories of intervention, with documented impact in three key areas: sustained attention, emotional and behavioral self-regulation, and academic performance. Effective strategies include positive reinforcement, mindfulness practices, self-instruction techniques, and context-based curricular adaptations. The review also highlights limitations related to the mechanical application of techniques without pedagogical support or emotional connection. The most effective interventions are those integrated into structured, emotionally safe environments with differentiated supports, underscoring the importance of inclusive, sustained, and ecological approaches.