Characteristics and effects of coaching-based interventions for students with ADHD in secondary school: a systematic scoping review
Eliana M. Moreno, Cristina Linares-Vázquez, Francisco Jurado-GonzálezPurpose
Recent studies suggest that coaching interventions benefit adolescent development. However, few reviews have examined the characteristics and effects of such interventions. This systematic scoping review synthesises available evidence about coaching strategies and highlights key outcomes in adolescents with ADHD.
Design/methodology/approach
The review follows the PRISMA-ScR guidelines and the PRISMA 2020 statement and is registered with PROSPERO (CRD42023398660). Searches were conducted in Web of Science, ERIC, ProQuest and the Cochrane Library. The studies included in this review involved secondary school adolescents with ADHD, were published in English or Spanish and used coaching strategies in educational settings. Study quality was assessed with the Critical Appraisal Skills Programme (CASP) checklists. Ultimately, eight studies met the inclusion criteria.
Findings
Among the studies reviewed, only three demonstrated significant improvements in the core symptoms of ADHD in adolescents: hyperactivity, inattention and impulsivity. In addition to the primary outcomes, several broader benefits were observed, such as improvements in academic performance, psychological well-being, and social and family functioning. Notably, participants also showed sustained gains in quality of life and self-esteem, alongside a sustained reduction in anxiety. Moreover, intervention dosage emerged as a significant predictor of outcomes, as better session attendance was consistently associated with greater functional gains.
Originality/value
Coaching-based interventions demonstrated beneficial effects for adolescents across academic, psychological and social domains. Although the findings are promising, current evidence does not support the conclusion that programmes incorporating coaching interventions are more effective than other types of interventions.