Music as a pedagogical intervention strategy for children with attention deficit and hyperactivity disorders in the second grade of the José Joaquín Flórez Hernández School, Ibagué, Colombia

The classroom is a space for the integral formation of children at an early age; therefore, it must be a safe environment that fosters the growth of students in a comprehensive manner. This is especially necessary in the case of students who have particular requirements, such as attention deficit hyperactivity disorder ADHD, who present symptoms with wide repercussions on their academic performance and with direct incidence in events such as school dropout and other long-term problems. In this study, a pedagogical strategy was designed and implemented for students with ADHD, who are in the second grade at the José Joaquín Flórez Hernández School, San Francisco Club, in the city of Ibagué, Colombia. Among the results, it was found that musical intervention has a positive impact on aspects such as memory, concentration, self-esteem, self-control, and healthy interpersonal relationships of the children who participated, thus corroborating, on the one hand, the premise that music is a tool to help children with ADHD from the classroom, as an adjuvant to traditional pharmacological treatments and, on the other hand, demonstrating the role of teachers as active players in social development and health from education.