Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder common from childhood to adulthood, affecting 5% to 12% among the general population in developed countries. Potential etiological factors have been identified, including genetic causes, environmental elements and epigenetic components. Nutrition is currently considered an influencing factor, and several studies have explored the contribution of restriction and dietary supplements in ADHD treatments. Iron is an essential cofactor required for a number of functions, such as transport of oxygen, immune function, cellular respiration, neurotransmitter metabolism (dopamine production), and DNA synthesis. Zinc is also an essential trace element, required for cellular functions related to the metabolism of neurotransmitters, melatonin, and prostaglandins. Epidemiological studies have found that iron and zinc deficiencies are common nutritional deficits worldwide, with important roles on neurologic functions (poor memory, inattentiveness, and impulsiveness), finicky appetite, and mood changes (sadness and irritability). Altered levels of iron and zinc have been related with the aggravation and progression of ADHD. Objective: This is a systematic review focused on the contribution of iron and zinc in the progression of ADHD among children and adolescents, and how therapies including these elements are tolerated along with its effectiveness (according to PRISMA guidelines). Method: The scientific literature was screened for randomized controlled trials published between January 2000 to July 2021. The databases consulted were Medline, PsycINFO, Web of Science, and Google Scholar. Two independent reviewers screened studies, extracted data, and assessed quality and risk of bias (CONSORT, NICE, and Cochrane checklists used). Conclusion: Nine studies met the eligibility criteria and were selected. Evidence was obtained regarding the contribution of iron-zinc supplementation in the treatment of ADHD among young individuals. The discussion was focused on how the deficits of these elements contribute to affectation on multiple ADHD correlates, and potential mechanisms explaining the mediational pathways. Evidence also suggested that treating ADHD with diet interventions might be particularly useful for specific subgroups of children and adolescents, but further investigations of the effects of these diet interventions are needed.

Contexto: Los estudiantes universitarios enfrentan exigencias académicas y psicosociales en su experiencia escolar, lo que genera un estado acumulativo/progresivo de estrés durante los años que dura este período, y esta situación desencadena consecuencias negativas para su bienestar, tanto físicas como psíquicas. Objetivo: El objetivo de este estudio fue examinar la efectividad de la respiración yóguica (técnicas que procuran rangos de respiración de entre 4 y 8 repeticiones por minuto), mediante un cuasiexperimento con medidas pre-post y grupo de control, además de un análisis del discurso sobre la producción textual realizada, después de experimentar las respiraciones referidas por los estudiantes de la Universidad Nacional de Educación en Ecuador. Metodología: Se utilizó el Cuestionario de Estrés Académico en la Universidad  (CEAU) en una muestra conformada por 73 estudiantes de ambos sexos, con edad media de 19 _ 2 años, seleccionados de la Carrera de Educación General Básica, de primer ciclo. Resultados: Se evidenció, a través del cuestionario y del análisis del discurso aplicado, que la intervención produjo una reducción del nivel de estrés. Se pudo observar que las medias de las escalas del test CEAU en el grupo de control pre y post test se mantuvieron o elevaron, a diferencia del grupo de intervención en los que disminuyeron los niveles de estrés. Conclusiones: Una práctica regular de las técnicas de pranayama, en el contexto áulico, son de mucha utilidad en la reducción del estrés académico.