ArticleFrontiers in psychology2023
A systematic review of actions aimed at university students with ADHD.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
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Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Mindfulness-based interventions in psychopedagogy for students with Attention Deficit Hyperactivity Disorder (ADHD): a scoping review.Frontiers in psychology · 2026Pooled it
- Article
- Self-reported ADHD symptoms among pharmacy students: prevalence of positive ADHD symptom screening, academic correlates, and implications for educational support.Frontiers in psychiatry · 2026Article
- Editorial: Advances in the social determinants of health for college students with ADHD.Frontiers in psychiatry · 2026Article
- Undergraduate medical education for neurodivergent students: a scoping review.BMC medical education · 2025Article
- Bridging the gap: a cross-sectional study on knowledge and awareness of attention-deficit/hyperactivity disorder among students at a public university.Frontiers in public health · 2025Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
University students with Attention Deficit Hyperactivity Disorder (ADHD) need to have a range of actions at their disposal that are tailored to their needs. The aim of this study is to analyse the actions of support for university students with ADHD by means of a systematic review of ERIC, WOS, and Scopus from 2017 to 2022, following the PICOC and PRISMA guidelines. A sample of 24 studies are analysed through the MAXQDA 2022 software. The results show two types of studies, on the one hand, supporting actions offered directly by universities to their students and, on the other, intervention programs from which university students have benefit but outside the university settings. Concerning the first type, universities mainly offer accommodations linked to exams, tutoring and online courses adapted to ADHD students. About the second type, programmes focused on cognitive-behavioural therapy, coaching and mindfulness have proven to be useful with ADHD university students. In this sense, further research is needed to analyze the viability of including these intervention programs for ADHD students at universities.
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