Licenciatura en Educación Infantil · 2026

Tejiendo comprensión y aprendizaje desde las experiencias familiares en la formación de niños con TDAH

Resumen

Based on the socio-educational dynamics surrounding attention deficit hyperactivity disorder (ADHD), this study focuses on the family unit, which is often relegated to a secondary role in pedagogical analyses. This article arises from this interest, as an effort to account for the experiences and meanings that emerge within the home. Accordingly, the central objective is to understand the experiences families have when supporting the educational processes of children diagnosed with ADHD. The research focused on the challenges, emotions, and strategies that arise within the family context, recognized as the primary space for emotional and pedagogical support. The methodology consists of a qualitative phenomenological study that enabled an in-depth analysis of the perceptions of nine (9) families. The analysis of the narratives made it possible to frame ADHD not merely as a medical label, but as a condition that becomes integrated into family and school relationships. In addition to the specific cases addressed, the study offers a set of conclusions that should be considered to strengthen the school-family partnership. The findings indicate that shared responsibility positively impacts children's well-being, and that family support—grounded in empathy and understanding—is essential for development. In this sense, the study seeks to provide a reflective tool that guides and fosters the strengthening of teacher training and the creation of more inclusive and humanistic educational environments.