Perspective of the education sector on caring for neurodivergent students with ADHD

Abstract

This article analyzes educational support for students with attention deficit hyperactivity disorder (ADHD) from an inclusive approach. The study aimed to describe and systematize educational intervention strategies targeting this group and identify factors that hinder their implementation in different educational contexts. To this end, a narrative review with a retrospective methodology was conducted, based on the analysis of literature published between 2020 and 2025, taking into account databases such as Scopus, ERIC, and Redalyc. The search criteria included studies published in Spanish and English, as well as empirical studies and theoretical reviews on the subject of neurodevelopmental disorders in the school and university context. The main topics addressed were: neurodivergent identity, gender, and subjectivity; teacher attitudes and beliefs; evidence-based educational strategies and practices; the paradigm of university inclusion and neurodiversity; financial well-being; parental support; and social risk. The results identified that the lack of specific training, accumulated workload, and limited institutional support are factors that lead to high teacher stress and limit specialized care for the neurodivergent population. Despite this lack of training, some appropriate practices, such as behavioral self-regulation and curriculum adaptation, represent significant advances in educational settings. It is concluded that an effective educational response to the neurodivergent population, especially in ADHD, requires institutional commitment, continuous professional development, and respect for cognitive diversity with the aim of creating inclusive and equitable learning environments.