From Diagnosis to Inclusion: Strengthening Executive Functioning Through Classroom Interventions for Students with Attention-Deficit/Hyperactivity Disorder

Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder that impairs attention, impulse control, and activity regulation. Typically diagnosed in childhood, ADHD often persists into adolescence and adulthood, with enduring challenges in sustained attention, organization, and self-regulation. Prevalence estimates suggest that nearly 11% of children in the United States are diagnosed with ADHD, yet these statistics mask significant disparities across gender and socioeconomic status (Data and Statistics on ADHD). Girls, for example, are less frequently identified due to subtler symptom presentation, while students from marginalized communities encounter systemic barriers to timely diagnosis (Data Brief No. 499). These inequities compound the academic and emotional difficulties associated with ADHD, which include lower achievement, higher dropout risk, and reduced postsecondary completion rates (Kuriyan et al.). Although existing interventions such as medication, therapy, and accommodations provide important support, they frequently fail to address executive dysfunction and the diverse manifestations of ADHD. This review examines how classroom-based strategies can more effectively support students with ADHD by targeting executive functioning skills and fostering equitable, inclusive learning environments. Across three primary intervention studies and a supporting technology meta-analysis, benefits were strongest for targeted outcomes such as time processing, organization, planner use, academic autonomy, and attention, while evidence for broader academic gains and demographic generalizability remained more limited.