The aim of this study was to assess the effectiveness of non-pharmacological interventions delivered in school settings for pupils with, or at risk of, ADHD and to explore the factors that may enhance, or limit, their delivery.
54 studies that evaluated school interventions were found. Overall, these interventions appeared to reduce hyperactivity, impulsiveness and inattentiveness, and improve some measures of problem behaviours, school skills and achievement. Short-term interventions seemed to be more beneficial than longer-term ones, and strategies targeting social skills did not seem particularly helpful.
Full reference: Richardson, M et al. Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research. Health Technology Assessment Volume: 19 Issue: 45