The experiences of and attitudes toward non-pharmacological interventions for attention-deficit/hyperactivity disorder used in school settings: a systematic review and synthesis of qualitative research
Emotional and Behavioural Difficulties
Taylor & Francis (Routledge)
Reason for embargo
. School-based non-pharmacological interventions are an important part of the treatment of attention-deficit/hyperactivity disorder (ADHD). We aimed to systematically review qualitative literature relating to the experience of and attitudes towards school-based non-pharmacological interventions for ADHD. Systematic searches of 20 electronic databases were undertaken. Reviewers screened titles, abstracts and full reports of studies, before extracting data and critically appraising 33 included papers. Studies were synthesised using meta-ethnographic methods. Four-key interrelated themes were identified: (1) individualising interventions, (2) structure of interventions, (3) barriers to effectiveness, (4) perceived moderators and impact of interventions. The perceived effectiveness of interventions used in school settings is reported to vary. Therefore, flexible, tailored interventions ought to hold potential. However, highly individualised interventions may negatively affect children with ADHD. Findings point to the need for school-based interventions to take into account the wider school context, as well as core symptoms of ADHD.
Preparation of this manuscript was supported in part by a grant from the National Institute for HealthResearch Health Technology Assessment (NIHR HTA) programme [project number 10/140/02] andthe NIHR Collaboration for Leadership in Applied Health Research and Care South West Peninsula(PenCLAHRC)
This is the author accepted manuscript. The final version is available from the publisher via the DOI in this record.
Vol. 21, pp. 61 - 82