Social participation of pupils with special educational needs (SEN) is a central topic in the current inclusion debate. A comprehensive, integrated approach for treating ADHD in school settings across universal, targeted, and indicated tiers is presented, providing an initial outline of a framework for school mental health treatment that could be utilized by school mental health practitioners. Behavioral parent training is also a supported intervention, but relatively few attempts have been made to evaluate it when integrated into school environments. The preponderance of evidence across meta-analyses, systematic reviews, and practice guidelines support classroom contingency management strategies, with emerging evidence supporting training in organizational skills and homework supports. The present paper reviews and synthesizes contemporary evidence-based reviews for school mental health interventions for children with ADHD across the preschool, elementary, and middle/high school levels to provide an overview of recommendations for best practice for school mental health practitioners. Finally, recommendations are made for schools considering a school intervention for aggression and defiance, and important priorities for future research are outlined.Ĭhildren with ADHD comprise one of the most common groups requiring supports from school mental health providers, yet current school structures and special education policies are not optimally situated to support and adapt to the inconsistent behaviors that are the hallmark of children with ADHD. Specific interventions with empirical support, as identified using the Blueprints for Healthy Youth Development and “What Works Clearinghouse” databases, are briefly summarized.

Behavioral and cognitive behavioral techniques are key components of nearly all effective school interventions, whether interventions are student-directed or teacher-/environment-directed. Results of the review suggest that school-based interventions produce significant but small positive effects on aggression and defiance, with larger effects for interventions that are implemented with higher quality.

In this paper, we summarize findings from meta-analyses, systematic reviews, and meta-reviews that examined school-based interventions for aggressive and defiant behaviors in students. Aggressive and defiant behaviors in students are costly to schools, teachers, and students.

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