Inclusive physical education for students with attention deficit hyperactivity disorder (ADHD): A systematic review

Inclusive physical education is essential for the comprehensive development of students with attention deficit hyperactivity disorder, it helps to improve their concentration, control hyperactivity, and promote inclusion. In Latin America, it still faces challenges, such as a lack of adapted resources and adequate training for teachers. This study aimed to systematize the available scientific evidence on inclusive physical education strategies for students with Attention Deficit Hyperactivity Disorder. This study conducted a systematic review of 15 research papers published between 2020 and 2025, following the PRISMA protocol and using databases such as Scopus, Dialnet, Redalyc, and Scielo. The results showed that by incorporating technological tools, making curricular adaptations, and applying inclusive strategies in physical education classes, students with attention deficit hyperactivity disorder were able to participate more actively, improve their behavior, and strengthen their socio-emotional well-being. In conclusion, inclusive physical education improves academic performance, self-esteem, and social integration of students with attention deficit hyperactivity, but it requires greater institutional support and more information on how to conduct inclusive physical education.