Family Interventions for School-Aged Children With ADHD and Other Mental Health Disorders: A Narrative Systematic Review

Abstract

This systematic review examines the effectiveness of family interventions for school-aged children with mental health disorders. In this review, neurodevelopmental conditions such as Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) are classified as mental health disorders in accordance with the DSM-5-TR; studies of ADHD in particular formed a significant portion of the analysed literature. A total of 20 primary studies were analysed. Owing to substantial clinical and methodological heterogeneity across the included studies, findings were integrated through a structured narrative/descriptive synthesis rather than a quantitative meta-analysis. Overall, family interventions were associated with meaningful improvements in child-level outcomes, including reductions in problematic behaviours and enhancements in emotional regulation and functional adaptation. Particularly, for children with ADHD, family interventions contributed to reduced parental stress, improved parenting practices, and strengthened parent–child relationships. In recent years, research has increasingly focused on multidisciplinary delivery models, including therapists, school clinicians, community healthcare providers, and digital platforms. Among these interventions, behavioural parent training and family-based approaches demonstrated the most consistent positive outcomes for the children and their caregivers. These interventions equip parents with effective strategies to support their children's emotional and behavioural regulation while fostering healthier family environments. This review underscores the importance of refining family-based interventions, broadening diagnostic coverage, and integrating telehealth and digital health platforms to enhance accessibility, engagement, and long-term sustainability in real-world settings.