PLAYFULNESS AND TEACHING CHILDREN WITH ADHD: A SYSTEMATIC REVIEW OF SCIENTIFIC EVIDENCE AND INCLUSIVE PEDAGOGICAL PRACTICES

Resumen

Attention Deficit Hyperactivity Disorder (ADHD) represents one of the most recurrent challenges in contemporary school life, directly impacting academic performance, attentional regulation, and children's socialization. This article aims to systematically analyze recent scientific evidence regarding the impact and effectiveness of using playfulness and evidence-based pedagogical practices in teaching students with ADHD. Methodologically, an integrative review was structured based on academic databases and anchored in five benchmark productions published between 2021 and 2026. The sampling included investigations into teacher perceptions in public schools, the use of games in mathematics teaching, behavioral strategies, and general overviews of academic research on the disorder. The results show that the incorporation of playful resources reduces motor inattention, promotes intrinsic motivation, and improves classroom climate, although significant structural barriers and gaps in ongoing teacher training still persist. It is concluded that playfulness should not be viewed as a mere pastime, but as an indispensable neuro-pedagogical tool for the realization of school inclusion.