Abstract

Attention-Deficit/Hyperactivity Disorder (ADHD) is the most prevalent childhood neurodevelopmental disorder. Arising from a complex interaction between genetic and environmental factors, along with epigenetic changes during foetal development, ADHD is a lifelong condition that impacts children’s academic and social functioning in numerous adverse ways. The treatment of ADHD tends to involve pharmacological (e.g., stimulant medications) or non-pharmaceutical interventions (e.g., family or school-based management), or a combination of both, although many parents and schools are reticent to administer stimulant medications to students. This study examines the effectiveness and implications of nonpharmaceutical interventions for students with ADHD, with the primary aim of improving educators’ understanding of non-pharmaceutical based interventions. A search of the relevant literature was conducted via medical and educational journals and research data bases to identify non-pharmaceutical management strategies. These were then examined to identify those with the potential to improving educators understanding and impacting outcomes for students with ADHD. Overall, the findings demonstrated a strong ground for the integration of evidence-based interventions into educational settings to promote academic and social outcomes for students with ADHD.