ADHD school-based interventions are strategies and supports implemented within educational settings to help students with attention deficit hyperactivity disorder succeed academically and socially. Research published in ADHD And Care examines multiple dimensions of this topic, including the identification and develo…
ADHD school-based interventions are strategies and supports implemented within educational settings to help students with attention deficit hyperactivity disorder succeed academically and socially. Research published in ADHD And Care examines multiple dimensions of this topic, including the identification and development of protective factors that build resilience in children and youth with ADHD across academic, interpersonal, and cognitive domains. The journal has explored how assistive technologies can be leveraged to better support students with ADHD in classroom environments, addressing the need for advancing knowledge in this area to improve educational outcomes. Additionally, published work has investigated the relationship between abnormal sleeping patterns and ADHD, which has direct implications for school performance and the timing of interventions. This research matters because students with ADHD face distinct challenges in traditional educational settings, including difficulties with attention regulation, impulse control, and executive functioning that can impede learning and peer relationships. Understanding evidence-based approaches to support these students helps educators, clinicians, and families create more effective learning environments that accommodate neurodevelopmental differences while promoting academic achievement and social-emotional development.
4 peer-reviewed articles, ranked by relevance. Each links to its DOI.
The 4 articles above have been cited 18 times in the scholarly literature. Citation data via OpenAlex and Crossref, updated Jun 2026.
A sample of recent works citing this journal's research on Adhd School-based Interventions, linking to each citing work.