In a new paper, published in the Review of Education, U.K. researchers offer new guidelines on how school personnel can best help students with attention-deficit/hyperactivity disorder (ADHD) to improve academics and help minimize symptoms.

For the review, researchers at the University of Exeter and the EPPI (Evidence for Policy and Practice Information) Centre at the University College London analyzed all available research into non-medication methods for supporting children with ADHD in schools. Their findings show that interventions which include one-to-one support and a focus on self-regulation show the most improvements in academic outcomes.

Around 5 percent of children …