Neuroeducation as an intervention strategy for students with attention deficit in basic education

Abstract

Introduction: This study analyzes the effects of a pedagogical approach based on neuroeducational strategies as an intervention for middle school students with attention deficit symptoms. The overall objective was to assess the impact of this approach on students' attention, self-regulation, and behavior. Materials and methods: The research adopts a mixed-methods, applied approach with a quasi-experimental pretest-posttest design in a single group. The sample consisted of 88 students in grades 5, 6, and 7, classified into three subgroups: those diagnosed with ADHD, those suspected of having ADHD, and those without indicators. The Neuroeducational Scale for Planning and Didactic Intervention (ENEPID) was administered, supplemented by observation guides. Results: The findings demonstrate substantial improvements in the dimensions evaluated after the intervention, with an emphasis on sustained attention, emotions, neurolearning, and neurodidactic planning. Statistical tests (Wilcoxon, Kruskal-Wallis, and Spearman) confirmed positive changes between the pre-test and post-test, as well as relevant correlations between the variables analyzed. Discussion: The pedagogical proposal, called Conecta+Mente (Connect+Mind), integrated playful dynamics based on gamification, movement, music, and universal design for learning. Conclusions: It is concluded that the application of neuroeducational strategies generates positive effects in students with attention difficulties, fostering cognitive, emotional, and behavioral processes in the classroom. It is recommended that these approaches be incorporated into school settings to promote more meaningful and inclusive learning.