CHALLENGES AND POTENTIALITIES OF STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER AND HIGH ABILITIES: A SYSTEMATIC REVIEW

Resumo

Objective: To analyze the challenges and potentialities of students with Attention-Deficit/Hyperactivity Disorder and High Abilities/Giftedness. Methods: A systematic review of the literature was conducted in accordance with the PRISMA guidelines, with searches performed in the MEDLINE, LILACS, and Scopus databases. The time frame comprised the period from 2015 to 2025, applying eligibility criteria focused on studies that addressed the neuropsychological and pedagogical profile of this population. Results: The findings indicated that the main potentialities lie in abstract verbal reasoning and creativity, whereas the challenges are concentrated in deficits in executive functions, such as working memory and inhibitory control. It was identified that insufficient teacher preparation and the absence of integrated assessment instruments contribute to misdiagnosis and to the emotional distress of students. Conclusion: Double exceptionality, ADHD and HA/SD, evidences a complex profile that combines high abilities with self-regulatory weaknesses. This condition requires a multidimensional pedagogical approach, with curricular enrichment and psychopedagogical support, in order to promote effective inclusion and comprehensive development.