Attention Deficit Hyperactivity Disorder (ADHD) is considered the most common neurodevelopmental disorder in school-aged children, characterized by inattention, hyperactivity, and impulsivity. These features disrupt classroom academic learning and emotional self-regulation. Given this, some new interdisciplinary research suggests that music, especially rhythm-based activities, may be a non-pharmacological modality to promote attentional engagement, cognitive regulation, and emotional preparedness in learners with Attention Deficit Hyperactivity Disorder (ADHD). In this light, the paper critically synthesizes recent empirical literature on music and Attention Deficit Hyperactivity Disorder (ADHD) concerning the claim that rhythmically structured interventions may improve executive functioning. Evidence has been reported regarding music and temporal processing, neurophysiological self-regulation, emotional control, and inclusive pedagogy. Such literature is used as a basis for developing a concept that may inform practice-based applications, including a simulated instructional model for learners with Attention Deficit Hyperactivity Disorder (ADHD). Proposed further research directions include longitudinal evaluation, cultural contextualization, and the incorporation of music technologies in diverse.

Wanru Zeng. The Role of Music in Supporting Attention in Students with ADHD. Frontiers in Art Research (2025), Vol. 7, Issue 7: 51-57. https://doi.org/10.25236/FAR.2025.070708.

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