Author(s): Beliz Yegencik*, Beth Bell and Emre Deniz
Children with Attention Deficit and Hyperactivity Disorder (ADHD) experience various challenges that affect their quality of life such as difficulties in concentrating on tasks, staying still or seated, and controlling impulsive actions. Such challenges become more apparent once children reach school age due to increased daily tasks that require attention and impulse control. Thus, school-based interventions have been one of the key strategies to improve attentional and behavioural difficulties experienced by these children. While many systematic reviews and meta-analyses have been conducted to test the efficacy of such trials, there has been no systematic investigation of recent trials, showing how these interventions contribute to the earlier discussions. To close this gap in the literature, we conducted a rapid review and meta-analysis of recent randomised controlled trials published between 2018 and 2023. In total, seven trials met the inclusion criteria and were carried into the meta-analysis. Overall, we found that school-based interventions were effective in improving the core difficulties of ADHD (g=.34, .04~.64) and accompanying impairments (g=.47, .07~.86). It is important to note that, similar to previous evaluation studies, we found high levels of heterogeneity in the included school- based interventions. There were also warning signs indicating potential selective-outcome or reporterrelated bias in the meta-analysis of included trials. Overall, school-based interventions are promising to improve the core difficulties of ADHD and accompanying behavioural impairments for school-aged children with ADHD. Implications of high heterogeneity and potential selective outcome/reporter-related bias are further discussed.
