Abstract / Summary
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention and/or hyperactivity-impulsivity, which can significantly impair the academic and social functioning of children and adolescents. Although psychosocial interventions are widely used, existing evidence has primarily focused on single-setting approaches, with limited synthesis of interventions implemented across multiple settings. To systematically review and synthesize empirical evidence on the effectiveness of psychosocial interventions for children and adolescents with ADHD across family, school, and clinical settings, and to evaluate the extent to which cross-context, multimodal approaches are associated with improved functional outcomes. This systematic review followed the PRISMA 2020 guidelines. Web of Science, Embase, MEDLINE, and PsycINFO were searched for studies published through December 2025 using terms related to ADHD, psychosocial interventions, and treatment settings. Eligible studies included children and adolescents with ADHD who received psychosocial interventions and reported quantitative outcomes. Forty-two studies met the eligibility criteria. Overall, multimodal psychosocial interventions were associated with improvements in core ADHD symptoms and reductions in long-term functional impairments. Although some longitudinal studies reported symptom recurrence over time, multimodal interventions generally demonstrated more favorable outcomes in behavioral regulation, academic performance, and social functioning than unimodal approaches. Psychosocial interventions integrating family, school, and clinical settings were associated with more comprehensive improvements in ADHD symptoms and functional outcomes than single-setting approaches. These findings support the continued development of coordinated, cross-context intervention models for children and adolescents with ADHD.