Guidance for families of students with Attention Deficit Hyperactivity Disorder: a current necessity

Abstract

Introduction: Attention Deficit Hyperactivity Disorder (ADHD) affects approximately 5.29% of the child population, characterized by persistent patterns of inattention, hyperactivity, and impulsivity that significantly impact academic performance and social relationships. Within the context of the Third Improvement of the Cuban National Education System, providing guidance to families of students diagnosed with ADHD is of great importance for raising the quality of educational processes. However, insufficient family involvement in managing the difficulties arising from interactions with these students is evident, as well as a lack of mastery of educational methods among teachers for their psychoeducational support. The objective of this research focuses on the need to strengthen the guidance provided to families regarding the psychoeducational support of students diagnosed with ADHD. Materials and methods: Theoretical methods such as analysis-synthesis, inductive-deductive reasoning, and systemic-structural-functional analysis were used to analyze the essential features and theoretical foundations of the process. Research instruments such as observation, interviews, and surveys were applied to a purposive sample of 15 families and 10 teachers from the "Manuel Ascunce Doménech" Primary School. Results: The results revealed that 86.6% of families showed deficiencies in their participation in household chores, difficulties in using appropriate educational methods, and challenges in managing emotions; 80% of teachers reported a lack of knowledge about the causes of ADHD and felt unprepared to provide support to these students. Discussion: The analysis of the results confirms the need to design family guidance strategies that involve educational psychologists as facilitators between the school, the family, and other contexts. The specialized literature demonstrates that the most effective interventions adopt an ecosystemic approach, simultaneously preparing teachers and families to provide coherent and consistent support. Conclusions: A system of ten workshops is proposed for providing guidance to families of students with ADHD, structured in three phases: awareness, training, and evaluation. The implementation of this proposal enabled families to be trained in practical strategies for managing their children's behavior and emotions, resulting in improved family preparedness and providing teachers with support materials.