Revisión sistemática analiza mitos persistentes en la educación y acciones hacia estudiantes con altas capacidades.
Myths, as erroneous, fallacious or unfounded belief, representation and knowledge (CRS) systems, rooted in teachers regarding students with High Abilities (HAS), mobilize their processes of detection, identification and attention to their educational needs. The objectives of this systematic review were to analyze the myths that persist as responses that primary and secondary education teachers offer to students with HAS and to review the type of actions they generate in the face of this diversity. In this review, the PRISMA declaration is followed, registering the protocol in the Open Science Framework (OSF) Platform. From five databases, 24 studies were selected that met the inclusion criteria. The studies show that the most common myths are related to high academic performance, elitist consideration that implies attention to HAS students or the guarantee of success without specialized educational support. The most successful educational practices are acceleration, enrichment, groupings and specific programs. Teacher training in caring for students with ADHD is necessary to help overcome the obstacles that these students encounter in the different educational contexts in which they seek to develop their talent potential
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Sanchís et al. (2025) studied this question.