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Background and objective:
ADHD affects 5–8% of children worldwide. Social media shows potential for ADHD interventions. This scoping review aims to assess the available literature on social media interventions for ADHD and their reported outcomes.
Methods:
A scoping review was conducted across four databases (ERIC, PubMed, Education Source, PsycINFO) using ADHD and social media keywords. Grey literature was searched via Google Scholar, conferences, and ADHD organizations. Data extracted covered study design, intervention, participants, platforms, outcomes, and quality (QualSyst, MMAT).
Results:
Eight studies were included, seven with strong methodological quality. The studies involved 386 participants (ages 4–18), some with parents/caregivers. Designs varied (feasibility studies, RCTs, mixed methods). Most interventions targeted physical activity or caregiver support, showing feasibility and mixed effects on health behaviors and social skills. One study reported mild adverse effects.
Conclusion:
While studies are limited, social media shows potential as an ADHD intervention, highlighting benefits, risks, and the need for informed choices.
