#739: Effectiveness of School-Based ADHD Interventions: A Meta-Analytic Review

Attention Deficit Hyperactivity Disorder (ADHD) represents one of the most prevalent neurodevelopmental disorders affecting academic achievement and social participation. This meta-analysis synthesizes evidence from N = 23 primary studies (k = 164 group comparisons) on the effectiveness of school-based interventions for children and adolescents with ADHD. A small to moderate overall effect was found (d = 0.31, 95% CI [0.26, 0.37]) with moderate heterogeneity (I² = 40.53%). Moderator analyses showed that indicated prevention programs yielded stronger effects than selective or universal approaches, and structured educational settings (special or regular schools) were associated with more consistent effects than extracurricular contexts. Interventions with a clear theoretical foundation produced more stable results, and observational or teacher ratings revealed larger effects than self-reports. These findings underscore the value of theory-driven, context-sensitive, and symptom-specific interventions in promoting participation and learning in children with ADHD, while highlighting the need for further large-scale studies to strengthen evidence-based educational practice.