Psychopedagogical Approaches to Improve Attention in the School Context

Abstract

This study titled " Psychopedagogical Approaches to Improve Attention in the School Context" addresses the issue of lacking effective interventions for students with attention difficulties. It is based on an exhaustive literature review using various academic databases such as Scopus, Web of Science, and Google Scholar, emphasizing the importance of early and personalized interventions. Obstacles are identified, such as late detection and the limitation of resources within the educational system. The methodology employed is descriptive, utilizing a systematic literature review that critically evaluates the quality and relevance of the selected studies. Environmental and social factors contributing to attention difficulties are highlighted, along with the diversity of attention types and the effectiveness of psychopedagogical interventions, addressing challenges related to resource scarcity. In the conclusions, the need to address environmental and social factors, implement early detection programs, invest in teacher training, and allocate adequate resources is underscored. An integrated approach involving educators, educational institutions, and policymakers is suggested to overcome the lack of psychopedagogical interventions and ensure the maximum academic and emotional potential of students with attention difficulties.