Open Access

REVIEW

Computerised Executive Function Training in ADHD: A Systematic Review of Academic Outcomes

Carolina Mele^1,*, Lucia Miranda¹, Vincenzo Martone², Anna Trifonova³, Angelo Rega¹
1 Department of Psychology and Health Sciences, Pegaso University, Naples, 80143, Italy
2 Italian Association of Cognitive Technologies, Naples, 00185, Italy
3 CreaTIC Academy, Barcelona, 08028, Spain
* Corresponding Author: Carolina Mele. Email:
(This article belongs to the Special Issue: Advancing Neurodevelopmental and Neurodegenerative Disorder Diagnosis through Machine Learning and Technological Innovations)

International Journal of Mental Health Promotion https://doi.org/10.32604/ijmhp.2026.081244

Received 26 February 2026; Accepted 22 June 2026; Published online 02 September 2026

Abstract

Background: Attention deficit/Hyperactivity disorder (ADHD) is frequently associated with executive functions (EF) impairments (working memory, inhibitory control, planning, attention, and cognitive flexibility), underlying self-regulation, learning, and academic problems. In recent years, computerised executive function training (CCT) has been proposed as a non-pharmacological intervention tool designed to specifically stimulate EF through adaptive digital tasks. These programs are based on the hypothesis that repeated and progressive training of executive components can produce generalised improvements in cognitive functioning and, consequently, a positive impact on academic performance and school behaviour. However, the scientific literature on the effectiveness of CCT in individuals with ADHD shows heterogeneity in terms of methodologies, protocols, and outcomes considered. Furthermore, it remains unclear whether any cognitive benefits observed translate into an effective transfer of school skills and whether such training can induce structural or functional changes in the brain. Methods: This study aims to conduct a systematic review of recent literature on CCT in children and adolescents with ADHD, with the objective of examining whether improvements in EF are associated with measurable benefits in academic and school-related outcomes. Following PRISMA 2020 guidelines and Cochrane recommendations, a systematic search was conducted in December 2025 across the PubMed and Scopus databases. Eligible studies evaluated adaptive CCT interventions targeting core Efs and report objective, standardized academic outcomes. Study quality and risk of bias were systematically assessed using the Cochrane RoB 2 and ROBINS-I tools. Results: The synthesis of the 66 selected studies reveals that the effectiveness of CCT is highly domain-specific, showing significant improvements in mathematics, particularly when the training targets the Central Executive. In contrast, literacy benefits often follow a “sleeper effect,” emerging only months post-intervention. While results are promising for classroom engagement and “readiness-to-learn,” gains may be influenced by rater expectancy effects and methodological heterogeneity. Conclusion: CCT appears to display significant domain-specific effectiveness in helping improve academic performance in individuals with ADHD, especially in maths, while literacy benefits require long-term follow-up to be detected. However, the high methodological heterogeneity and possible rating biases indicate that further research is necessary to elucidate the exact circumstances where cognitive training can help achieve academic success.

---

Keywords

ADHD; executive functions; computerised training; systematic review; academic outcomes

---