A SYSTEMATIC REVIEW ON ARTIFICIAL INTELLIGENCE-BASED ACADEMIC AND PSYCHOSOCIAL INTERVENTIONS FOR STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER

Abstract

Attention-Deficit/Hyperactivity Disorder (ADHD) presents persistent academic and psychosocial challenges across the lifespan. This systematic literature review examines the emerging role of Artificial Intelligence (AI) as a potential supportive tool in addressing these difficulties. Following PRISMA guidelines, nine empirical studies published between 2020 and 2025 were synthesized to evaluate the effectiveness of AI-based interventions. Results indicate that academic interventions, such as electroencephalogram (EEG)-based game frameworks and socially assistive robots, may enhance concentration, task management, and academic performance across primary, secondary, and higher education. Psychosocially, AI-driven tools like digital journaling and mood trackers show promise in promoting emotional regulation and improving quality of life. The synthesis reveals that AI acts as a dynamic cognitive and emotional scaffold, facilitating real-time personalization and non-judgmental feedback. This systematic literature review concludes that AI-based interventions can function as a valuable support framework in specialized education, providing students with ADHD the personalized and adaptive support necessary to achieve their full academic potential and psychosocial resilience.

Keywords: ADHD, artificial intelligence, academic interventions, psychosocial interventions, special education, educational technology.

Ethics and Conflict of Interest

Registration and Protocol; this systematic review was not registered in a public database (e.g., PROSPERO), and a formal review protocol was not prepared prior to the commencement of the study. The review was conducted in strict accordance with the PRISMA 2020 statement guidelines to ensure reporting transparency and methodological rigor. The research complied with ethical principles and there are no conflicts of interest among the authors.

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 About the Authors:

Ilias Tsolakidis

Ilias Tsolakidis is a PhD candidate at the Department of Early Childhood Education (Aristotle University of Thessaloniki). He holds a BA in Primary Education and an MSc in Special Education, with research focusing on ADHD. He is also pursuing a degree in Psychology at Aristotle University of Thessaloniki. His research interests include special education, applied psychology in educational settings, and the development of evidence-based interventions for individuals with special educational needs.

 Thanos Touloupis

Thanos Touloupis is an Assistant Professor in “Educational Psychology” at the Department of Primary Education of the University of the Aegean (Greece). His research interests concern problematic online behavior of school and university students without and with special educational needs, and on socio-emotional and academic factors associated with this behavior. Additionally, he is interested in the interdisciplinary implementation of related prevention programs in the school community.

Anastasia Alevriadou

Anastasia Alevriadou is a Professor of Psychology at Aristotle University of Thessaloniki. She holds a PhD in Psychology and has extensive expertise in Special Education and Cognitive Psychology. Her academic work includes over 150 publications in national and international journals, seven books, and participation in numerous international research projects. She was a Fulbright Scholar at Ohio State University’s Nisonger Center in 2019 and has served as a visiting professor at several European universities.

Stergiani Giaouri

Stergiani Giaouri is a psychologist and Professor at the Department of Early Childhood Education at the University of Western Macedonia (Greece). Her research focuses on special and inclusive education, neurodevelopmental disorders, psychoeducational assessment, and the psychosocial development and counseling of children and adolescents. She has extensive experience in research, teaching, and professional training, has published widely in peer-reviewed journals, and participates in national and European research projects.

Dimitrios Chasapis

Dimitrios Chasapis is secondary school teacher of Greek Language and Literature and a PhD candidate in the field of “Educational/School Psychology” at the Department of Primary Education at the University of the Aegean (Greece). He has pursued postgraduate studies in Greek literature, in Special Education as well as in Information and Communication Technologies use in Humanities and Social Sciences. His research interests concern students’ problematic use of new technologies, as well as psycho-educational contributors and outcomes.