Effect of executive functions on the academic performance of children with attention deficit hyperactivity disorder: a systematic review
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Abstract
INTRODUCTION. Executive functions, academic performance and Attention Deficit Hyperactivity Disorder (ADHD) are closely related variables, since executive functions as a whole are essential for academic success, and ADHD is characterized by alterations in these. OBJECTIVE. To analyze the effect of executive functions on the academic performance of children with Attention Deficit Hyperactivity Disorder. METHOD. The research is framed in a systematic review, ordered by the PRISMA protocol, the databases consulted were Scopus, Scielo and Web of Science, considering studies published between 2014 and 2024. RESULTS. Among the executive functions that affect academic performance are working memory and inhibition, affecting various academic areas. DISCUSSION AND CONCLUSIONS. Executive functions do have an effect on the academic performance of children with ADHD. Among them, working memory and inhibition are the most influential in school performance. Limitations include the sample being restricted to a specific age range and the research being focused more on the health field than on education. Future research should address these variables in students with ADHD in Chile.
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