Illustration of Step 1: the collaborative question and answer exercise
Finding	Question	Answer
Review 2 considered an important tension acknowledged by teachers between the need to individualise interventions for children with ADHD whilst heeding their responsibility to other learners	Does review 3 recognise any issues that children with ADHD might experience due to individualised interventions, eg, stigma?	Only mentioned; stigma is usually linked with difference generally rather than interventions specifically, eg, due to constantly being in trouble, being different from peers

Illustration of Step 2: Identification of contextual elements that might influence the effectiveness of interventions
Key categories	Findings from review 3: the attitudes and experiences of pupils, teachers, parents, and others using ADHD interventions in school settings	Findings from review 4: the experiences and perceptions of ADHD in school among pupils, their parents, and teachers more generally
Pupil‐level factors: identity, agency, process of stigma, and marginalisation
Desire for approval	No relevant findings	Pupils wish to meet school expectations and are distressed and full of remorse that they cannot
Low self‐esteem/issues of identity	Low self‐esteem is seen as a problem for pupils with ADHD	ADHD is linked to negative impact on self‐esteem and developing identity
Agency	Pupils with ADHD held low self‐efficacy, attributing learning outcomes to circumstances beyond their control Studies noted the lack of agency seemingly experienced by pupils displaying ADHD symptoms during interventions and learning more generally	Many factors related to ADHD have the tendency to decrease pupil agency

Illustration of Step 3: Identification of hypotheses about the relationships between possible moderators and effectiveness of interventions Table a—a comparison of findings relating to effectiveness (or perceptions of effectiveness) from reviews 1, 3, and 4
Scholastic behaviours and outcomes
Outcome measure	Findings from review 1: the effectiveness and cost‐effectiveness of interventions	Related findings from review 3: the attitudes and experiences of pupils, teachers, parents, and others using ADHD interventions in school settings	Related findings from review 4: the experiences and perceptions of ADHD in school among pupils, their parents, and teachers more generally
Perceptions of school adjustment (teacher)	d + = 0.26 (0.05 to 0.47)	There are negative attitudes to school and learning seen from pupils with ADHD	Negative attitudes to school
Curriculum achievement (child)	d + = 0.50 (−0.06 to 1.05)	Some studies revealed that teachers and pupils with ADHD might be more interested in achievement than other outcomes	No relevant findings
d+, the difference between the means in each of two groups divided by their pooled SD (Cohen's d).

Illustration of Step 3: Identification of hypotheses about the relationships between possible moderators and effectiveness of interventions Table b—potential moderators of intervention packages identified in review 1 with relevant findings from reviews 3 and 4
Intervention package identified in Review 1	Definition of intervention package	Frequency of intervention packages and summary of corresponding moderator analyses from Review 1	Review 3 relevant findings	Review 4 relevant findings
Cognitive‐behavioural self‐regulation training	Establish methods for the child to self‐monitor and record their behaviour(s). Includes analysing the factors that lead to problem behaviour(s) and identifying solutions to overcome them (“problem solving”) and self‐instruction on how to perform the behaviour(s)	RCTs n = 10 Non‐RCTs n = 7 No evidence from moderator analysis that cognitive‐behavioural self‐regulation training has an impact on effectiveness	0/12 studies focussed on this intervention package; Teachers recognised difficulties of self‐regulation for pupils displaying ADHD symptoms	One study found pupils diagnosed with ADHD are often unaware of situations that precede or trigger loss of behavioural control; One study found pupils who become aware of such triggers are better able to take control of their learning

Illustration of Step 3: Identification of hypotheses about the relationships between possible moderators and effectiveness of interventions Table c—other potential moderators of the effectiveness of interventions in review 1, including delivery characteristics, participant characteristics, and study design with relevant findings from reviews 3 and 4.
Source of heterogeneity	Findings from Review 1	Relevant findings from Review 3	Relevant findings from Review 4
Intervention delivery
Setting within school: classroom vs all other settings	No evidence from moderator analysis that the setting for intervention delivery had an impact on effectiveness	Mixed teacher perceptions regarding benefit of withdrawing pupils from their classroom	No relevant findings