Attitudes, beliefs and perceptions of university teachers towards students with ADHD: a systematic review

Resumen

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that can persist into adulthood and significantly affect the academic performance, organization, attention, and self-regulation of university students. In this context, the present study aimed to analyze faculty attitudes, beliefs, and perceptions regarding university students with ADHD through a systematic literature review of scientific publications between 2021 and 2026.

The research was conducted using a literature review methodology, following the guidelines established by the 2020 PRISMA statement to ensure the transparency and rigor of the study selection process. The search was carried out in the Scopus, Web of Science, ERIC, PubMed, SciELO , and Redalyc databases, using keywords related to ADHD, higher education, faculty attitudes, faculty beliefs, faculty perceptions, and educational inclusion. Initially, 25 potentially relevant bibliographic sources were identified; Subsequently, after applying the inclusion and exclusion criteria, eliminating duplicates, and assessing thematic relevance, 12 scientific articles were selected for final analysis.

The main findings demonstrate that teachers' attitudes significantly influence the inclusion and academic success of university students with ADHD. Furthermore, it was identified that the level of knowledge and training of faculty regarding the disorder shapes their beliefs and perceptions, fostering even practices when there is an adequate understanding of the characteristics and needs of this population. Similarly, the analyzed studies highlight the importance of implementing curricular adaptations, flexible pedagogical strategies, technological resources, and teacher training programs to improve the educational experience of students with ADHD.