Trastorno por déficit de atención con hiperactividad: Estrategias de abordaje psicológico clínico para adaptación escolar en niños.

Abstract

Attention deficit hyperactivity disorder (ADHD) is one of the most prevalent neurodevelopmental disorders among children and represents a challenge to school adaptation due to the emotional, behavioral, and academic difficulties they experience. This study aimed to determine the psychological support strategies implemented in the school setting to promote the school adaptation of children with ADHD. A literature review was conducted using a qualitative approach and a descriptive scope, based on the review of scientific articles published between 2020 and 2025, retrieved from the Scopus, PubMed, and SciELO databases. The findings showed that, for emotional difficulties, cognitive-behavioral therapy, emotion regulation, mindfulness, and family psychoeducation promote recognition and appropriate management of emotions. For behavioral difficulties, key strategies included behavioral parent training, positive reinforcement, behavior modification techniques, and coordinated interventions between families and schools, which contributed to self-control and reduced disruptive behaviors. Regarding academic difficulties, it was identified that strengthening executive functions, curricular adaptations, and structured school-based interventions promote attention, organization, academic performance, and classroom participation. It is concluded that psychological support promotes the school adaptation of children with ADHD when implemented through a comprehensive approach that integrates the work of psychologists, families, and educational institutions, thereby fostering positive holistic development.