Teacher support in the development of conscious and preventive actions: Inclusion of adolescents with ADHD [Acompañamiento docente en la formación de acciones conscientes y preventivas: Inclusión de adolescentes con TDAH]
DOI:
https://doi.org/10.62574/hh189p50Keywords:
inclusive education, learning disabilities, student teacher relationshipAbstract
The research objective was to evaluate the contribution of teacher support strategies in the development of conscious and preventive actions for the inclusion of adolescents with ADHD. Through a case study, ten students with externalising behaviours were observed, applying interventions tailored to their individual needs. The results showed a significant decrease in disciplinary reports when measures such as preferential relocation, psycho-educational reinforcement, curricular adaptations, and joint work with families were implemented. Likewise, an improvement was identified in teachers' perceptions of ADHD management, highlighting the importance of emotional support, continuous training and inclusive practices. Therefore, sustained and humanised teacher commitment allows for the creation of more empathetic educational environments, where diversity is recognised and addressed with effective and sensitive strategies.
Downloads
References
Barnett, T., Tollit, M., Ratnapalan, S., Sawyer, S. M., & Kelaher, M. (2023). Education support services for improving school engagement and academic performance of children and adolescents with a chronic health condition. The Cochrane Database of Systematic Reviews, 2(2), CD011538. https://doi.org/10.1002/14651858.CD011538.pub2
Bravo, S. S., Araya-Piñones, A., Fuente, S. R. C., Curin, D. S. C., & Alvarez, V. A. C. (2024). TDAH y pandemia: significado para los docentes en contexto rural de Chile [ADHD and the pandemic: Implications for teachers in rural Chile]. Psicologia Escolar e Educacional, 28, e266908. https://doi.org/10.1590/2175-35392023-266908
Chandra, S., Biederman, J., & Faraone, S. V. (2021). Assessing the validity of the age at onset criterion for diagnosing ADHD in DSM-5. Journal of Attention Disorders, 25(2), 143–153. https://doi.org/10.1177/1087054716629717
Delgado-Muñoz, M. B., Mendoza-Catagua, M. N., & Salcedo-Quijije, J. F. (2024). Competencias docentes para una educación inclusiva [Teaching competences for inclusive education]. Revista Multidisciplinaria Perspectivas Investigativas, 4(3), 1–11. https://doi.org/10.62574/rmpi.v4i3.180
Drechsler, R., Brem, S., Brandeis, D., Grünblatt, E., Berger, G., & Walitza, S. (2020). ADHD: Current concepts and treatments in children and adolescents. Neuropediatrics, 51(5), 315–335. https://doi.org/10.1055/s-0040-1701658
Jiménez-García, A., Perdomo-Blanco, L., & Miño-Martos, M. G. (2021). Preparación docente para la atención a escolares con trastorno por déficit atencional e hiperactividad: Un estudio de caso [Teaching preparation for caring for schoolchildren with attention deficit disorder and hyperactivity: A case study]. Conrado, 17(78), 358–365.
Jiménez-García, A., Perdomo-Blanco, L., Díaz-Laportilla, Y., & Miño-Martos, M. G. (2022). Atención integral a escolares con trastorno por déficit de atención con hiperactividad: Estudio de caso [Comprehensive care for schoolchildren with attention deficit hyperactivity disorder: A case study]. EDUMECENTRO, 14.
Karteczka-Świętek, K., Opozda-Suder, S., & Strojny, A. (2022). Psychosocial functioning of adolescents with ADHD in the family, school and peer group: A scoping review protocol. PLOS ONE, 17(6), e0269495. https://doi.org/10.1371/journal.pone.0269495
Koutsoklenis, A., & Honkasilta, J. (2023). ADHD in the DSM-5-TR: What has changed and what has not. Frontiers in Psychiatry, 13, 1064141. https://doi.org/10.3389/fpsyt.2022.1064141
Llanos-Lizcano, L. J., García-Ruiz, D. J., González-Torres, H. J., & Puentes-Rozo, P. (2019). Trastorno por déficit de atención e hiperactividad (TDAH) en niños escolarizados de 6 a 17 años [Attention deficit hyperactivity disorder (ADHD) in schoolchildren aged 6 to 17 years]. Pediatría Atención Primaria, 21(83), e101–e108.
López-Villalobos, J. A., López-Sánchez, M. V., Serrano-Pintado, I., & Andrés-de Llano, J. M. (2023). Rasgos de personalidad en adolescentes con trastorno por déficit de atención con hiperactividad [Personality traits in adolescents with attention deficit hyperactivity disorder]. Revista de la Asociación Española de Neuropsiquiatría, 43(143), 55–71. https://doi.org/10.4321/s0211-57352023000100004
Man, K. K. C., Häge, A., Banaschewski, T., Inglis, S. K., Buitelaar, J., Carucci, S., Danckaerts, M., Dittmann, R. W., Falissard, B., Garas, P., Hollis, C., Konrad, K., Kovshoff, H., Liddle, E., McCarthy, S., Neubert, A., Nagy, P., Rosenthal, E., Sonuga-Barke, E. J. S., Zuddas, A., & ADDUCE Consortium. (2023). Long-term safety of methylphenidate in children and adolescents with ADHD: 2-year outcomes of the Attention Deficit Hyperactivity Disorder Drugs Use Chronic Effects (ADDUCE) study. The Lancet Psychiatry, 10(5), 323–333. https://doi.org/10.1016/S2215-0366(23)00042-1
Raible, H., & D'Souza, M. S. (2023). Extended-release viloxazine for the treatment of attention-deficit hyperactivity disorder in school-age children and adolescents. The Annals of Pharmacotherapy, 57(12), 1436–1448. https://doi.org/10.1177/10600280231163252
Rusca-Jordán, F., & Cortez-Vergara, C. (2020). Trastorno por déficit de atención con hiperactividad (TDAH) en niños y adolescentes. Una revisión clínica [Attention deficit and hyperactivity disorder in children and adolescents: A clinical review]. Revista de Neuro-Psiquiatría, 83(3), 148–156. https://doi.org/10.20453/rnp.v83i3.3794
Soroa, M., Gorostiaga, A., & Balluerka, N. (2016). Conocimiento de los docentes sobre el TDAH: Relevancia de la formación y de las percepciones individuales [Teachers' knowledge of ADHD: Relevance of training and individual perceptions]. Revista de Psicodidáctica, 21(2), 205–226.
Vega-Rivera, G. A. (2024). Impacto del TDAH en el aprendizaje de estudiantes en edad escolar: Una revisión sistemática [Impact of ADHD on the learning of school-aged students: A systematic review]. Revista San Gregorio, 1(57), 199–219. https://doi.org/10.36097/rsan.v1i57.2329
Vera-Rivera, M. A., Rizzo-Andrade, M. O., Ferrín-Vera, P. F., & Zambrano-Figueroa, H. E. (2024). Rol del docente en la creación de entornos inclusivos [Teacher’s role in creating inclusive environments]. Revista Multidisciplinaria Perspectivas Investigativas, 4(3), 34–47. https://doi.org/10.62574/rmpi.v4i3.219
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Judith Castillo-Acero (Autor/a)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright & licenses
Author's rights and permission:
- The author or authors maintain the right of authorship, being the responsibility of Revista Transcendencia Investigativa (RTI), to value and publish the content for dissemination on the grounds of being reused, as long as it is cited, credit is given, as well as not used commercially, which favors and allows the reuse of the same under the Creative Commons 4.0 Attribution-NonCommercial-ShareAlike 4.0 License , so they can be copied, used, disseminated, transmitted and exhibited publicly. https://creativecommons.org/licenses/by-nc-sa/4.0/
- Authors must sign the “Letter of Authorization for Publication and Distribution” available.
- Once the article is published, authors may share it in institutional or personal repositories with the intention of providing wider dissemination of the work.
Copyright and permission
- The journal allows authors to have unrestricted copyright.
- The journal allows authors to retain unrestricted publication rights; and they grant the journal the right to be the first publication of the work.
Readers' rights:
Readers' right: Readers have the right to read all articles free of charge, once they have been published, being able to reuse material from the articles, provided that the work is cited.
Content license:
Creative Commons
Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
Proposed policy for journals offering open access
Those authors who have publications with this journal agree to the following terms:
You are free to:
Share - copy and redistribute the material in any medium or format.
Adapt - remix, transform, and build upon the material
The licensor cannot revoke these freedoms as long as you comply with the terms of the license.
Under the following terms:
- Attribution: you must give proper credit, provide a link to the license and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests that the licensor endorses you or your use.
- Non-commercial: you may not use the material for commercial purposes.
- Share Alike: if you remix, transform or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions: you may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
