The Future of Education

Recent research has increasingly focused on non-pharmacological interventions to support cognitive functioning in children and adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). Among these, musical practice has emerged as a promising tool due to its complex multimodal demands. This systematic review synthesizes empirical evidence regarding the effects of music on the executive functions (EF) of individuals aged 5 to 18.

From an initial pool of 499 records identified across Scopus, Web of Science, and PubMed, 39 studies met the inclusion criteria, which required a clinical ADHD diagnosis, structured musical interventions, and rigorous methodological detail. The synthesis included randomized controlled trials, quasi-experimental designs, and longitudinal research.

The findings indicate that active musical engagement—such as instrumental training and rhythm-based programs—leads to significant improvements in executive functioning. Working memory emerged as the most consistently enhanced domain, often demonstrating a dose-response relationship with the intensity and duration of practice. Positive, though more variable, gains were also noted in attention and inhibitory control, particularly in interventions emphasizing rhythmic coordination. Conversely, passive music listening yielded inconsistent benefits, highlighting active participation as a critical factor for cognitive transfer.

Proposed mechanisms for these effects include enhanced neuroplasticity within auditory-motor and fronto-parietal networks, improved interhemispheric communication, and the modulation of arousal levels. However, the evidence is currently tempered by methodological limitations, such as small sample sizes and a lack of double-blind procedures.

In conclusion, active musical practice represents a valuable complementary intervention for ADHD. Future research should prioritize standardized protocols and large-scale randomized controlled trials to clarify causal mechanisms and optimize clinical application.

ADHD; Executive Functions

Chen, J., Zhou, Y., & Chen, J. (2020). The relationship between musical training and inhibitory control: An ERP study. Acta Psychologica Sinica, 52(2), 201–214.

Mendes, C. G., de Paula, J. J., & Miranda, D. M. (2023). Effects of background music on attentional networks of children with and without ADHD. Interactive Journal of Medical Research, 12, e43211. https://doi.org/10.2196/43211

Park, J.-I., Lee, I., Lee, S.-J., et al. (2023). Effects of music therapy on depression and stress coping in children and adolescents with ADHD. BMC Complementary Medicine and Therapies, 23, 87. https://doi.org/10.1186/s12906-023-03864-9

Puyjarinet, F., Jeannin-Fuzier, A., Blain, C., Fournier, C., & Métivier, M. (2020). Rhythm-based psychomotor training and executive functions in children with ADHD. Neuropsychiatrie de l’Enfance et de l’Adolescence, 68(6), 337–345.

Zhu, C., et al. (2022). Effects of music therapy combined with cognitive behavioral intervention on cognitive abilities in children with ADHD. Psychiatria Danubina, 34(2), 256–264.