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Background and aim <p>Based on prevalence rates, at least one child in every school class worldwide is affected by attention-deficit/hyperactivity disorder (ADHD). Untreated ADHD symptoms can lead to significant academic, social and health-related disadvantages throughout the lifespan. The most common intervention for students with ADHD is pharmacotherapy, although a multimodal treatment approach is recommended. This includes both pharmacological and non-pharmacological interventions for affected individuals, their caregivers (e.g., parents) and their environment (e.g., school). Interventions in schools are considered an important component of evidence-based multimodal treatment but are rarely implemented in German schools. The aim of this scoping review is to provide a systematic overview of existing evidence on supportive interventions for students with ADHD from the perspective of students, teachers and parents.</p> Methods <p>The methodology for preparing this protocol follows Arksey and O’Malley’s framework. The scoping review is guided by the following research question: “To what extent can interventions offer support for ADHD at school?” The title, research question, inclusion criteria and search strategy were validated according to the Population-Concept-Context (PCC) mnemonic. Relevant publications were identified from the MEDLINE electronic database (via PubMed). The search strategy with the search terms P–"ADHD", C–"Intervention*" and C–"School*" was performed using Boolean operators. Data extraction was then conducted through thematic analysis.</p> Conclusion <p>The results will serve as the state of research for a methodologically pluralistic study investigating which framework conditions and success factors are required for support measures in German schools in order to enable equal educational and participation opportunities for students with ADHD.</p>

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Supportive interventions for ADHD in the school: a scoping review protocol

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  • 发表日期：

    2026年5月28日

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  • Nicole Angelmaier,
  • Taha Ertuğrul Kuzu

摘要

Background and aim

Based on prevalence rates, at least one child in every school class worldwide is affected by attention-deficit/hyperactivity disorder (ADHD). Untreated ADHD symptoms can lead to significant academic, social and health-related disadvantages throughout the lifespan. The most common intervention for students with ADHD is pharmacotherapy, although a multimodal treatment approach is recommended. This includes both pharmacological and non-pharmacological interventions for affected individuals, their caregivers (e.g., parents) and their environment (e.g., school). Interventions in schools are considered an important component of evidence-based multimodal treatment but are rarely implemented in German schools. The aim of this scoping review is to provide a systematic overview of existing evidence on supportive interventions for students with ADHD from the perspective of students, teachers and parents.

Methods

The methodology for preparing this protocol follows Arksey and O’Malley’s framework. The scoping review is guided by the following research question: “To what extent can interventions offer support for ADHD at school?” The title, research question, inclusion criteria and search strategy were validated according to the Population-Concept-Context (PCC) mnemonic. Relevant publications were identified from the MEDLINE electronic database (via PubMed). The search strategy with the search terms P–"ADHD", C–"Intervention*" and C–"School*" was performed using Boolean operators. Data extraction was then conducted through thematic analysis.

Conclusion

The results will serve as the state of research for a methodologically pluralistic study investigating which framework conditions and success factors are required for support measures in German schools in order to enable equal educational and participation opportunities for students with ADHD.