Abstract

Conclusion. The findings contribute to establishing coaching as a potentially effective intervention to train executive functions, achieve academic goals, and strengthen self-esteem in adolescents with ADHD from a qualitative perspective. In addition, information about the intervention process is provided, which may help implement this type of intervention within or outside the school context. This study focuses on a specific population. Therefore, further research applying different methodologies is needed to examine the effect of the model in broader and more diverse populations. 

Keywords: coaching, cognitive behavioral intervention, ADHD, executive functions, adolescents

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