Common school accommodations for children with attention-deficit/hyperactivity disorder (ADHD) did not improve classroom behavior or academic outcomes during a recent study, RNZ reported.
Researchers from Florida International University evaluated more than 200 primary school children at summer camps in the US, according to RNZ. The findings were published in the Jama Pediatrics medical journal, RNZ reported.
Scientists tested four classroom approaches: extended time for tasks, frequent breaks, standing desks, and low-distraction spaces.
None of these adaptations affected children’s behavior or achievement, RNZ stated.
“It’s like, of course it would make sense to give a child more time if they’re struggling, but it looks like it’s not as simple as that,” Giselle Bahr told RNZ.
The study involved 255 children from kindergarten through sixth grade who participated between 2022 and 2025, with 235 participants completing the trial, according to UA.News. UA.News reported that stimulant medication reduced rule violations by 61% and increased the share of correctly completed tasks by 22% compared with a placebo, while behavioral interventions reduced rule violations by 37%.
“What we already know is that behavioural strategies help children and they don’t have any adverse effects, there’s no risks associated with them,” Bahr told RNZ.
“We already know that methylphenidate changes children’s behaviour in the short term, but over the long term it leads to worse outcomes.”
Bahr said that the study took place at a summer camp during one-hour class periods with randomized adjustments rather than a standard school setting. Classrooms were small, containing 15 to 18 students and two adults, which differed from typical school environments, she told RNZ.
Lead author Gregory Fabiano and co-researcher Pelham have authored papers on children and ADHD for decades, Bahr told RNZ. UA.News reported that Fabiano expressed surprise at the lack of significant effects from the tested accommodations.
“Some of their previous work looked at the best order for interventions,” Bahr told RNZ. “They found that starting with behavioural strategies was more effective than starting with medication. Also, that ADHD medication made things worse for children in the long term, even if it produced improvements in the short-term.”
Bahr said that ADHD medication carries serious risks, including reduced growth, psychotic symptoms, and cardiovascular problems. UA.News reported that researchers recommend focusing on evidence-based approaches such as daily report cards, clear expectations, consistent feedback, praise, and rewards for individual goals.
Further research is needed to determine whether similar results occur in everyday school settings, UA.News noted.
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