Middle school-based interventions for childhood ADHD

Abstract

Given that the United States has the highest prevalence rate of child attention deficit/hyperactivity disorder (ADHD) in the world, the author expands on the findings of Rahim and Geng (2023) that reviews recent evidence on the effectiveness of different interventions currently clinically and experimentally employed to alleviate pediatric ADHD symptoms. Results from the present analyses suggest several options; as the United States Congress considers policy pertinent to children’s education, incorporation of alternative ADHD treatment methods into middle school educational settings may be the catalyst to improve this population’s outcomes in STEM education in relation to their predominant symptoms.