Supporting children with ADHD and their parents: A scoping review of psychoeducational strategies.

INTRODUCTION

Attention-Deficit/Hyperactivity Disorder (ADHD) affects around 6.6% of children worldwide and significantly impacts academic, social, and family functioning. Psychoeducation, providing support for a better understanding with illness, is recommended as a first-line intervention for children and their caregivers, yet its scope remains conceptually broad. A comprehensive overview is needed to clarify psychoeducation supporting children with ADHD and their families.

METHODS

Following the PRISMA-ScR method, a systematic search was conducted using PubMed and Web-of-Science in April and May 2025 without date restriction eligible interventions (i) included psychoeducational content combining information and practical adaptive strategies, (ii) targeted parents and/or children with ADHD, and (iii) supported daily management and functioning, including routines (e.g., homework, bedtime, school preparation), organization, emotional regulation, and parent-child interactions.

RESULTS

Of 3627 records screened, 70 studies met inclusion criteria, ranging from pilot studies to programs implemented in clinical practice. Interventions targeted parents (43%), both parents and children (37%), or children alone (10%); few included teachers (6%). Approaches were primarily behavioral (33%) or parenting-based (24%), with others grounded in educational (20%), family-centered (12%), or mindfulness (11%) frameworks. Most interventions were delivered in person (83%), while 17% were digital. Despite methodological heterogeneity, findings consistently reported reductions in ADHD symptoms and parenting stress, along with improvements in family relationships.

CONCLUSION

Regardless of intervention type, psychoeducational interventions demonstrated positive effects on parental beliefs, and on both parental and child behaviors that facilitate the daily management of ADHD and improving family well-being and quality of life.