ADHD and learning
gaps in translating scientific evidence into teacher training
Keywords:
TDAH, formação de professores, intervenções escolares, educação inclusiva, implementação de práticas baseadas em evidênciasAbstract
Teacher training programs on ADHD increase teachers' knowledge immediately after the intervention, but the maintenance of that gain and its transfer to classroom practice remain insufficiently demonstrated. This is the central conclusion of a critical narrative review of international and Brazilian literature on ADHD neurobiology, teacher training, school-based interventions, and education policy in Brazil. The synthesis covers the state of the art of empirically supported school interventions, what international studies show about knowledge retention and behavioral change following ADHD-focused teacher training programs, foundations from neuroeducation relevant to the topic, contributions from implementation science that help explain why good evidence does not automatically translate into good practice, and the Brazilian regulatory framework, including Law 14,254/2021, which explicitly mandates continuing teacher training for ADHD identification and management. As an original contribution, the article proposes a research agenda organized around the distinction between intervention efficacy, teacher-training efficacy, and implementation effectiveness, along with four conceptual elements for training oriented toward practice change, not merely a one-off gain in knowledge.
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