Morataya, Stefany2026-04-232026-04-232026-04-27http://hdl.handle.net/20.500.13013/3922Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that significantly impacts adolescents’ academic performance and social functioning through impairments in executive functioning, emotional regulation, and social processing. This literature review synthesizes research showing that difficulties with organization, time management, attention, and emotional recognition contribute to reduced academic achievement, lower classroom engagement, and increased peer conflict. Socially, adolescents with ADHD are at heightened risk for peer rejection, isolation, and bullying, with co-occurring conditions such as anxiety further exacerbating emotional distress and maladaptive behaviors. The review also highlights the interconnection between academic and social challenges, often driven by shared deficits in self-regulation. Evidence across school, family, and individual contexts suggests that multi-component interventions like school-based academic support, social skills training, mindfulness-based strategies, and family-focused therapies—are most effective when they jointly target behavioral, emotional, and executive functioning difficulties. Overall, findings emphasize the need for integrated, consistent, and comprehensive intervention approaches. Conclusively future research should focus on long-term outcomes and culturally responsive, individualized support for adolescents with ADHD.en-USPresentationAttention-Deficit/Hyperactivity Disorder (ADHD)Social functioningExecutive functioningEmotional regulationSchool-based interventionsSocial skills training