Attention deficit hyperactivity disorder is a neurodevelopmental condition that often persists into adulthood and markedly affects functioning, including within higher education. Students with attention deficit hyperactivity disorder commonly experience difficulties with concentration, study organisation and stress management, which may reduce academic performance. Purpose: This thesis aimed to explore non-pharmacological approaches that support the cognitive, behavioural and emotional functioning of students with attention deficit hyperactivity disorder,with particular focus on the role of nursing in implementing these strategies within student support. Methods: A literature review was conducted covering sources published between 2014 and 2024, retrieved from the CINAHL Ultimate, MEDLINE and ERIC databases. A total of 40 scientific articles were included. Results: Cognitive-behavioural therapy emerged as the most effective intervention, improving organisational skills and executive functions and reducing anxiety and depression. Cognitive training enhanced memory and attention, although effects were often not sustained over time. Neurofeedback and biofeedback contributed to improved self- regulation but were typically costly and time-intensive. Mindfulness practice was associated with greater emotional stability. Educational/reasonable adjustments played a key role in reducing distress, although many students avoided them owing to perceived stigma. Discussion and conclusion: The findings support a multimodal, individualised approach and collaboration between health and educational services to support students with attention deficit hyperactivity disorder. Nurses are well placed to implement these strategies through preventive health activities during routine health screening and within higher education institutions, as well as through individual care, particularly within secondary healthcare settings.
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