The effectiveness of interventions for children with ADHD in school settings

This paper systematically reviews randomised controlled trial evidence of the effectiveness of interventions for children with ADHD in school settings. Eight types of interventions were evaluated and a range of different ADHD symptoms, difficulties and school outcomes were assessed across studies. Meta‐analyses demonstrated beneficial effects for interventions that combine multiple features.

Self‐regulation and one‐to‐one intervention delivery were important components of interventions that were effective for academic outcomes. These two components were not sufficient though; when they appeared with personalisation for individual recipients and delivery in the classroom, or when interventions did not aim to improve child relationships, interventions were effective.