Manifestaciones conductuales del trastorno por déficit de atención e hiperactividad y su impacto en el aprendizaje y la convivencia escolar
Year: 2026
Type: article
Abstract: Attention deficit hyperactivity disorder affects nearly eight per cent of the school-age population worldwide and, in most cases, becomes visible to teachers long before it reaches a clinical consultation. This essay analyses how four core manifestations of the condition, motor restlessness, impaired sustained attention, weak inhibitory control and impulsivity, translate into learning disadvantages and peer conflict within the classroom, and examines which educational response is supported by the available evidence. Meta-analyses, umbrella reviews and large-scale register studies published between 2021 and 2026 are reviewed, covering epidemiology, neurobiological foundations, executive functioning, academic achievement and peer relationships. The analysis argues that these behaviours do not express a failure of will but a still-developing neurocognitive regulation whose impact depends on the fit between classroom demands and the student's attentional resources. From this follows a thesis that is uncomfortable for common practice: the intervention with the strongest empirical support does not consist of correcting the identified student, but of modifying teaching conditions and strengthening the professional preparation of the teachers who design them. The essay closes by noting the scarcity of situated Ibero-American evidence.
DOI: 10.66136/ettnzz79
Institutions: Universidad Estatal de Milagro, Universidad Nacional de Loja
Language: English
Subfield: Psychiatry and Mental health
Field: Medicine
Domain: Health Sciences
Open Access status: hybrid
OpenAlex ID: W7204897934