Mindfulness-based interventions in psychopedagogy for students with Attention Deficit Hyperactivity Disorder (ADHD): a scoping review

Introduction Mindfulness-based interventions have gained increasing relevance as complementary strategies for addressing attentional, behavioral, and emotional difficulties in individuals with Attention Deficit Hyperactivity Disorder (ADHD). This study aimed to systematically map and analyze the scientific evidence on mindfulness-based interventions in populations with ADHD, focusing on their effects on attention, academic performance, and emotional well-being, as well as on methodological limitations and research gaps. Methods A scoping review was conducted following the PRISMA-ScR guidelines and the methodological recommendations of the Joanna Briggs Institute. Searches were performed in Scopus and Web of Science for original and review articles published in English or Spanish. The Population–Concept–Context framework guided the eligibility criteria. After duplicate removal and a structured screening of titles, abstracts, and eligible reports, 64 studies were included. Data were synthesized using descriptive, narrative, bibliometric, and thematic mapping approaches. Results The evidence indicates that mindfulness-based interventions may improve attentional regulation, executive functioning, academic engagement, emotional control, coping strategies, and psychological well-being among individuals with ADHD or related attentional difficulties. Neurocognitive studies also reported functional changes in brain regions associated with attention and emotional regulation. However, the findings were not consistent across all outcomes, particularly regarding core symptoms of inattention and hyperactivity. Important limitations included small sample sizes, heterogeneous intervention protocols, variable methodological quality, adherence difficulties, and limited longitudinal evidence. Discussion Mindfulness-based interventions represent promising complementary strategies for educational, psychopedagogical, and clinical settings, particularly for supporting attention and emotional self-regulation. Nevertheless, their effectiveness depends on context-sensitive implementation, participant adherence, and appropriate adaptation to the characteristics of ADHD. Future studies should use standardized protocols, larger and more diverse samples, longitudinal designs, and stronger evidence from underrepresented regions, particularly Latin America.