Attention skills, learning and academic abilities in children and adolescents with genetic disorders: a systematic review

Introduction: Attention plays a crucial role in learning by enabling concentration and retention. Deficits in attention are frequently associated with academic difficulties, particularly among children and adolescents with genetic disorders. Methods: A systematic review was conducted to examine the relationship between attention and academic performance in individuals with Down syndrome (DS), Fragile X syndrome (FXS), Neurofibromatosis Type 1 (NF1), Klinefelter syndrome (KS), Prader–Willi syndrome (PWS), Turner syndrome (TS), and Williams syndrome (WS). Eligible studies were identified through comprehensive database searches, and inclusion criteria focused on empirical research assessing both attention and academic outcomes. The review protocol was registered in PROSPERO (Registration No. CRD42024568993). Results: Nine studies met the inclusion criteria, focusing primarily on DS, FXS, and NF1. No eligible studies were found for KS, PWS, TS, or WS. Across conditions, attention deficits were significantly associated with lower academic performance, although patterns varied by disorder. In NF1, persistent attention and inhibitory control deficits were linked to impairments in reading and math. Single studies on DS and FXS showed similar associations that warrant further replication. Discussion: Although the available evidence is limited, the findings suggest that attention plays a critical role in academic achievement among individuals with genetic disorders. Future research should expand the evidence base and develop targeted interventions to address attention deficits and support learning outcomes in these populations. Systematic review registration: PROSPERO, CRD42024568993.