Table 1.

Nonpharmacological interventions for ADHD in school settings—description of constituent reviews

Review description	Research questions	Type of included evidence	Synthesis method
Review 1: Effectiveness and cost‐effectiveness of interventions	Are nonpharmacological interventions delivered in school settings for children with or at risk of ADHD effective in improving (a) core ADHD symptoms (eg, inattention, hyperactivity), (b) ADHD‐related symptoms (eg, social skills), and (c) scholastic behaviours and outcomes (eg, achievement)? Is the effectiveness of these interventions moderated by particular programme features? Have these interventions been shown to be cost‐effective?	Quantitative evidence from 54 randomised clinical trials; no evidence to inform the assessment of cost‐effectiveness was identified	Random effects meta‐analysis and descriptive synthesis
Review 2: Attitudes towards interventions	What attitudes do educators, children with or at risk of ADHD, their peers, and their parents hold towards nonpharmacological interventions for ADHD used in school settings? Which school‐based nonpharmacological interventions for ADHD are preferred and how do attitudes towards these interventions compare to nonschool interventions including pharmacological ones? What factors affect attitudes held towards these nonpharmacological interventions (including children's ADHD subtype and teacher experience)?	Evidence from 28 studies that used quantitative data collection methods, eg, questionnaire and survey studies	Descriptive synthesis
Review 3: Experiences of interventions	What are the experiences of and attitudes towards ADHD interventions in school settings?	Evidence from 33 studies that used qualitative data collection methods	Meta‐ethnography
Review 4: Experiences of ADHD	What are the school‐related experiences and perceptions of pupils diagnosed with or at risk of ADHD, their teachers, parents, and peers?	Evidence from 34 studies that used qualitative data collection methods	Meta‐ethnography