New research suggests that children with Attention Deficit Hyperactivity Disorder (ADHD) can be successfully supported through simple class measures that do not involve drugs.
A systematic review led by the University of Exeter found that non-drug interventions in schools may be effective in improving outcomes such as performance in standardized tests for children with ADHD. These children are typically restless, act without thinking and struggle to concentrate, which causes particular problems for them and for others in school.
"There is strong evidence for the effectiveness of drugs for children with ADHD, but not all children can tolerate them or want to take them," Professor Tamsin Ford, who led the study, said in a statement. "ADHD can be disruptive to affected children as well as the classroom overall, but our study shows that effective psychological and behavioral management may make a significant improvement to children's ability to cope with school."
For the study, researchers reviewed 54 studies that tested many different ways of supporting these children, such as having daily report cards filled in by teachers and parents to give consistent and regular feedback, or study and organizational skills training, which can help children achieve better attainment levels, reduce hyperactive behavior and increase attention.
They examined the effectiveness and cost-effectiveness of school-based interventions for children with or at risk of ADHD; and research investigating the attitudes and experiences of children, teachers, parents and others using ADHD interventions in school settings; as well as the experience of ADHD in school among pupils, their parents and teachers more generally.
Based on their review, they concluded that education of school staff as well as the public around ADHD would help to break down preconceptions and stigma, and that classroom / school culture as well as individualized support for children with ADHD may make the support offered more or less effective.
The findings are detailed in the journal Health Technology Assessment.
