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Study skills in people with ADHD: a systematic review of the medical evidence

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  • Sofia Julieta Gonzalez

    (Universidad Abierta Interamericana, Facultad de Medicina y Ciencias de la Salud. Argentina)

  • Romina Martínez Leardi

    (Universidad Abierta Interamericana, Facultad de Medicina y Ciencias de la Salud. Argentina)

Abstract

Introduction: Attention deficit and/or hyperactivity disorder is a neurobiological condition that affects executive functions important for learning, such as attention, planning and impulse control. In contrast, it does not imply an inability for optimal academic achievement. The aim of this systematic review was to analyze whether students with this diagnosis can really develop their study skills adequately.Material and methods: Original studies, systematic reviews and meta-analyses published in the last ten years in English and Spanish, focused on school and university age students, were reviewed. The search was performed in the PubMed and Elsevier databases.Results: They showed that pharmacological treatment with methylphenidate, combined with regular physical exercise and cognitive-behavioral therapy, significantly improve academic performance by enhancing executive functions.Conclusion: It is concluded that the diagnosis does not determine academic failure. Rather, a personalized multidisciplinary approach increases learning, self-esteem and autonomy of students. This study proposes to address a limiting view and move towards comprehensive and evidence-based containment strategies.

Suggested Citation

Handle: RePEc:cwj:neurod:v:4:y:2025:id:223
DOI: 10.56294/neuro2025223
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