New research is offering clearer guidance on how schools can better support children with ADHD to improve symptoms and maximize academic outcomes.
The study being led by the University of Exeter and involving researchers at the EPPI-Centre (University College London), analyzed available research on non-medication measures to support children with ADHD in schools. The findings published in the Review of Education, cited in the article from Science Daily, stated the interventions that improved academic outcomes included one-on-one support and focus on self-regulation.
The article goes on to state that around 5% of children have ADHD, indicating that classrooms will have at least one child with the condition.
Children that have ADHD often find it difficult to function in a classroom setting. This is due to their inability to pay attention, control their impulses, and self-regulate...