AbstractOverwhelming evidence suggests that a diagnosis of attention deficit/hyperactivity disorder (ADHD) in child-hood has profound and far-reaching effects on children’sfunc-tioning in the school environment. In this article, we drawon a wide range of research studies to summarize the state of our knowledge about the academic functioning of children with ADHD and discuss intervention approaches that align with these areas. We use ecological systems theory to outline the various factors that are related to school functioning for chil-dren with ADHD at the child, classroom, and family levels. We place a particular emphasis on the importance of high-quality relationships within the delivery of interventions and highlight the need for sustainable, collaborative, and contex-tual interventions if we are tomeet the complex and heteroge-neous needs of children with ADHD in the school setting. KeywordsAttention deficit/hyperactivity disorder (ADHD). Education. Academic achievement. Classrooms.Family. Treatment.
Systems