| Summary: | Attention Deficit/Hyperactivity Disorder (ADHD) is a developmental disorder diagnosed from an early age of life by the symptoms of inattention, hyperactivity and impulsivity. This systematic review aims to explore the evidence for interventions implemented at school by school staff to improve the engagement of children with ADHD in school activities. Six articles were extracted from four different databases (ERIC, PsycINFO, CINAHL and ProQuest Central), after specific inclusion and exclusion criteria had been applied and a quality appraisal procedure implemented and ranked using the Oxford Levels of Evidence Based Medicine. A content analysis was used for the data analysis by categorising relevant findings. Results describe the definitions found in the included in the systematic studies for the term ‘’engagement’’, the effects of the intervention strategies on the engagement of children with ADHD as well as the types of intervention strategies described in the studies. Effective interventions need to be implemented within the school environment for children with ADHD in order to improve their engagement and social skills. Further research should focus on more intervention strategies implemented at school for improving the engagement of children with ADHD, considering characteristics among different cultures as well.
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