Editorial: An Inconvenient Finding: School Accommodations for Attention-Deficit/Hyperactivity Disorder

Area of Science:

• Educational Psychology
• Neurodevelopmental Disorders
• Clinical Psychology

Background:

• A systematic review by Lovett and Nelson highlights a significant lack of evidence supporting common school accommodations for students with attention-deficit/hyperactivity disorder (ADHD).
• Most accommodations, such as extended exam time, show minimal benefit not specific to ADHD, applying broadly to all students.
• Student and staff dissatisfaction with accommodations is frequently reported, indicating potential implementation challenges and perceived ineffectiveness.

Discussion:

• The findings challenge the routine clinical recommendation of school accommodations for ADHD.
• Accommodations may be prioritized over more effective, evidence-based therapeutic interventions for ADHD.
• This substitution risks providing a disservice to students by delaying or replacing necessary treatments.

Key Insights:

• Limited empirical support exists for the efficacy of most school accommodations for ADHD.
• The benefits of accommodations are often not ADHD-specific, suggesting a need for targeted interventions.
• Accommodations might be incorrectly implemented as a substitute for, rather than a supplement to, evidence-based ADHD therapies.

Outlook:

• Further research is needed to identify effective accommodations and interventions for students with ADHD.
• Clinical practice should re-evaluate the reliance on accommodations and prioritize evidence-based treatments.
• Educators and clinicians must ensure accommodations do not impede access to proven ADHD therapies.