Supporting children with ADHD and their parents: A scoping review of psychoeducational strategies

INTRODUCTION: Attention-Deficit/Hyperactivity Disorder (ADHD) affects around 6.6% of children worldwide and significantly impacts academic, social, and family functioning. Psychoeducation, providing support for a better understanding with illness, is recommended as a first-line intervention for children and their caregivers, yet its scope remains conceptually broad. A comprehensive overview is needed to clarify psychoeducation supporting children with ADHD and their families. METHODS: Following the PRISMA-ScR method, a systematic search was conducted using PubMed and Web-of-Science in April and May 2025 without date restriction eligible interventions (i) included psychoeducational content combining information and practical adaptive strategies, (ii) targeted parents and/or children with ADHD, and (iii) supported daily management and functioning, including routines (e.g., homework, bedtime, school preparation), organization, emotional regulation, and parent-child interactions. RESULTS: Of 3627 records screened, 70 studies met inclusion criteria, ranging from pilot studies to programs implemented in clinical practice. Interventions targeted parents (43%), both parents and children (37%), or children alone (10%); few included teachers (6%). Approaches were primarily behavioral (33%) or parenting-based (24%), with others grounded in educational (20%), family-centered (12%), or mindfulness (11%) frameworks. Most interventions were delivered in person (83%), while 17% were digital. Despite methodological heterogeneity, findings consistently reported reductions in ADHD symptoms and parenting stress, along with improvements in family relationships. CONCLUSION: Regardless of intervention type, psychoeducational interventions demonstrated positive effects on parental beliefs, and on both parental and child behaviors that facilitate the daily management of ADHD and improving family well-being and quality of life.