Programs of intervention in emotional and social competencies for students with ADHD

Attention Deficit Hyperactivity Disorder (ADHD) has a high incidence among schoolchildren, generating not only cognitive difficulties but also interpersonal and intrapersonal difficulties. The aim of this systematic review is to analyze the general characteristics of social and emotional learning programs designed and implemented for students with ADHD in the school context at national and international level. For this purpose, following the PRISMA method (Preferred Reporting Items for Systematic reviews and Meta-Analyses), a search was carried out in the main databases ERIC, Scopus, Web of Science and Dialnet, identifying 306 records, of which only 28 met the inclusion criteria. The results show that, in general, the social and emotional learning programs are carried out from a collaborative perspective involving teachers, families and students, with the greatest number of psycho-pedagogical actions being concentrated in the primary education stage. Additionally, it is favorable to increase research at the first educational levels to promote early detection and intervention. Likewise, education and guidance professionals should be aware of the positive repercussions of the development of social and emotional learning programs for students in general, benefiting the educational community.