EEG‐Guided Adaptive Learning: A New Neuroeducational Approach to the Facilitation of Cognitive Control in ADHD Children

ABSTRACT Background Attention deficit hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder that impairs children's attention, impulse control and academic performance. Conventional interventions, such as pharmacotherapy and behavioural therapy, yield inconsistent results. This study explores a novel neuroeducational approach—EEG‐guided adaptive learning—as a method to enhance cognitive control and academic outcomes in children with ADHD. Methods A randomized controlled trial was conducted with 60 children aged 8–12 diagnosed with ADHD. Participants were randomly assigned to either an EEG‐guided adaptive learning group or a control group receiving standard educational support. The intervention included 8 weeks of EEG‐monitored cognitive training. Pre‐ and post‐intervention assessments evaluated EEG parameters (theta/beta ratio, frontal alpha power and P300 amplitude), behavioural outcomes (attention span and impulse control) and academic performance (math, reading comprehension and writing skills). Results The EEG‐guided group demonstrated a significant reduction in the theta/beta ratio ( p < 0.001) and an increase in frontal alpha power ( p < 0.01) and P300 amplitudes ( p < 0.001), indicating enhanced attentional control and cognitive engagement. Behavioural scores improved significantly in attention span ( p < 0.001) and impulse control ( p < 0.01), while academic scores showed notable gains in math ( p < 0.001), reading comprehension ( p < 0.002) and writing ( p < 0.001). The control group exhibited no significant changes. Conclusion EEG‐guided adaptive learning is an effective and engaging intervention that improves cognitive functioning and academic performance in children with ADHD. It is important to note that although increases in frontal alpha power were observed, which are typically associated with improved executive functioning, such increases can also be linked to anxiety and depression. This potential confounding factor should be considered when interpreting the findings. The findings support the integration of neurofeedback and adaptive learning into educational practices to support neurodevelopmental disorders. Summary EEG‐guided adaptive learning significantly enhances attention span, impulse control and executive functioning in children with ADHD.This neuroeducational approach targets core cognitive deficits, offering measurable improvements beyond traditional interventions. Reduction in theta/beta ratio and increased frontal alpha power indicate improved neural markers of cognitive control. These neurophysiological changes support the effectiveness of EEG feedback in modulating attentional networks. Academic performance in math, reading and writing improves following EEG‐guided learning, linking cognitive control to educational outcomes. The integration of neurofeedback with adaptive tasks provides a strong foundation for improving school‐based achievement. The intervention is well‐accepted by both students and educators, promoting feasibility for broader implementation in educational settings. Positive qualitative feedback suggests high engagement and usability in real‐world environments. Future policy and research should consider the inclusion of neuroadaptive technologies in school systems. This study lays the groundwork for scaling EEG‐guided learning into evidence‐based interventions for neurodevelopmental support.