Slika omota

School-Based Interventions for Attention-Deficit/Hyperactivity Disorder (ADHD) in Middle Schools: A Review of the Literature

Spremljeno u:
Izdano u:Education Sciences vol. 15, no. 9 (2025), p. 1225-1249
Glavni autor: Kates, Maya S
Daljnji autori: LaFreniere, Lucas S
Izdano:
MDPI AG
Teme:
American Psychiatric Association
Child development
Behavior
Students
School environment
Psychopathology
Adolescence
Longitudinal studies
Attention deficit hyperactivity disorder
Hyperactivity
Peers
Time management
Middle schools
Executive function
Childhood
Depression (Psychology)
Academic Failure
Dropout Rate
Adolescents
Academic Achievement
Individualized Programs
Individualized Instruction
Interpersonal Competence
Graduation
Failure
Individualized Education Programs
Feedback (Response)
Adults
Educational Objectives
Expectation
Grounded Theory
Middle School Students
Educational Environment
Learner Engagement
Behavior Problems
Educational Facilities Improvement
Coping
Online pristup:Citation/Abstract
Full Text
Full Text - PDF
Oznake: Dodaj oznaku
Bez oznaka, Budi prvi tko označuje ovaj zapis!
Sažetak:Attention-deficit/hyperactivity disorder (ADHD) presents unique challenges for middle school students, a population navigating heightened academic, social, and emotional demands. This review examines empirical literature on school-based interventions targeting ADHD in middle school populations, a group often under-represented in intervention research. This review synthesizes findings from studies on academic accommodations, organizational training (e.g., HOPS), self-management strategies, mental health supports (e.g., CBT), and integrated programs like STAND and the Challenging Horizons Program. Evidence suggests that targeted school-based interventions can improve executive functioning, task engagement, academic performance, and social–emotional outcomes. However, interventions vary in efficacy depending on implementations’ fidelity, individual differences, and contextual supports (such as family involvement and school resources). Although promising, many interventions are limited by scalability, sustainability, and a lack of rigorous longitudinal data. This paper identifies critical gaps in middle school-specific research and highlights the need for future studies on long-term outcomes, student self-advocacy, and the reduction of stigma. Overall, this review underscores the potential of multi-component, school-based approaches to mitigate academic and behavioral challenges in middle school students with ADHD. We also call for expanded efforts to tailor and sustain these interventions in real-world educational settings.
ISSN:2227-7102
2076-3344
Digitalni identifikator objekta:10.3390/educsci15091225
Izvor:Education Database