Abstract:

The transition from primary to secondary school is problematic due to students face a higher level of demand with less supervision from the educational team. Thus, starting in a new school is not easy for students in early adolescence. This is specially challenging for students with additional difficulties, such as those derived from Attention Deficit Hyperactivity Disorder (ADHD).

ADHD is a neurodevelopmental disorder in which the maturation of the brain is slowed down due to a lack of development of the prefrontal cortex. A delay of three years with respect to their peers of the same age has been estimated. Immaturity in the prefrontal cortex is related to executive functions, which are those that allow us to focus our behavior on the achievement of goals, especially in situations in which a problem must be solved in a novel situation. ADHD includes a combination of persistent problems, such as difficulty maintaining attention, hyperactivity, and impulsive behavior. Students with ADHD may also have difficulties with low self-esteem, problematic relationships, and poor school performance. Therefore, they need help and understanding from their closest environment (teachers, family, peers, and friends) to compensate for the difficulties related to the executive functions: concentration, working memory, planning, decision-making and inhibitory control.

To improve this adaptation process, a holistic intervention proposal with strategies and guidelines that cover the emotional, social, family, and academic spheres is defined. The general objective is to favor the integration of students with ADHD at the beginning of secondary school and to promote their psychological well-being. For this aim the following specific subobjectives are faced:
- To promote strategies for organizing and planning study and homework;
- To improve the student's social skills;
- To improve the student's emotional self-management strategies;
- To advise the family to foster a relationship based on fluid communication;
- To promote teachers' understanding of ADHD and increase their awareness;
- To improve the student's academic performance, trying to avoid school failure; and last but not least;
- To raise students' awareness of people with ADHD.
- To maximize its impact, the proposal has been organised based on a set of working sessions, a list of resources, and a evaluation procedure.

Indeed, one of most remarkable results is the procedure to evaluate the impact of the intervention proposal. For each objective, a method for measuring compliance has been established. For this purpose, the degree of confidence, the implementation of organisation and planning strategies, the degree of usefulness of the self-control guidelines, the degree of assertiveness, the evolution of compliance with the behavioral contract, the degree of awareness of the teaching staff and students, and finally academic performance are evaluated by means of questionnaires and records. Another noteworthy result is the programe of sessions designed. The guidance proposal is developed through 9 sessions in which work is carried out with the student, the teaching staff, the pupils and their families, using different techniques such as: group dynamics, emotional self-control, role-playing, self-instructions, planning strategies, interviews, analysis of family dynamics, design of routines, emotional self-control and social skills training.

Keywords:

ADHD, holistic intervention, proposal, secondary.