The Impact of Vygotsky’s Scaffolding Theory on the Learning Process of Students with ADHD
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Students with ADHD face difficulties in attention, self-regulation, and organization that may affect their academic performance, while evidence regarding the specific use of Vygotskian scaffolding in Latin American educational contexts remains limited. This study aimed to analyze the impact of Vygotsky-based scaffolding on the learning process of students with ADHD. A qualitative, non-experimental, documentary, deductive, and exploratory study was conducted through the review and thematic analysis of scientific literature on pedagogical support strategies and educational outcomes. The findings identified task structuring, attentional focusing, contingent support, metacognitive monitoring, and the progressive transfer of autonomy as key components. In addition, metacognitive scaffolding showed relevant effects on comprehension (d = 0.94) and confidence (d = 1.44), whereas school-based interventions showed moderate improvements in academic performance (d = 0.37). The results suggested that effectiveness varied according to support modality, educational level, and degree of adaptation. It was concluded that scaffolding represents a potentially beneficial pedagogical strategy for the learning of students with ADHD, without establishing causality.
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