Extant evidence indicates that there is a stronger link between homework difficulties and ADHD than in the general population of children. In addition, parents' involvement in education is an important factor in academic success. Despite the well-established challenges that homework presents to children with ADHD, none of the existing treatment…

The Education Endowment Foundation (EEF) commissioned a team from the University of Plymouth and the University of Exeter to conduct: (1) a review of the best available evidence about what schools can do to improve children's learning and attainment via parent engagement, and (2) supplementary research to understand schools' current practices and…

Children with ADHD comprise one of the most common groups requiring supports from school mental health providers, yet current school structures and special education policies are not optimally situated to support and adapt to the inconsistent behaviors that are the hallmark of children with ADHD. The present paper reviews the evidence base for…

This article explores the experiences of female mentees and their mentors in an afterschool support program in two informal urban settlements in Nairobi, Kenya. We sought the perspectives of mentees and mentors to identify what has changed concerning the education and social lives of the girls because of this education intervention. Data come from…

This EEF guidance report reviews the best available research to offer schools and teachers four recommendations to support parental engagement in children's learning. Parents play a crucial role in supporting their children's learning, and levels of parental engagement are consistently associated with better academic outcomes. Evidence from our…

In a rigorous evaluation of ASSISTments as an online homework support conducted in the state of Maine, SRI International reported that "the intervention significantly increased student scores on an end-of-the-year standardized mathematics assessment as compared with a control group that continued with existing homework practices."…

Looked-after children and young people (LACYP) are educationally disadvantaged compared to the general population. A systematic review was conducted of randomised controlled trials evaluating interventions aimed at LACYP aged =18 years. Restrictions were not placed on delivery setting or delivery agent. Intervention outcomes were: academic skills;…

This publication contains 12 (A3 open-out) poster-style reports of teacher experimental research. The style of presentation parallels the type of preliminary reporting common at academic conferences and postgraduate events. At the same time, it aims to act as a form of short primer to introduce teachers to the basic options that there are when…

Children with attention-deficit/hyperactivity disorder (ADHD) exhibit significant academic impairments, as evidenced by poor academic achievement, grade retention, and school dropout. Deficits in organization skills may contribute to these academic impairments, as children with ADHD frequently lose assignments, misplace their completed work, and…

This study compared homework problems among 42 students (ages 7-18) with behavior disorders (BD) and 42 students without disabilities. Students with BD scored significantly higher on a Homework Problems Checklist than did nondisabled peers. Suggested interventions to address specific habits and problems that impair students' homework completion…

Describes the association between homework participation and academic achievement and discusses the difficulties that often coincide with homework completion. Reviews interventions designed to address homework problems with particular emphasis on techniques that target the homework problems of students with low ability and/or behavior problems.…

This article offers guidelines for increasing the homework completion rates of students with mild disabilities: (1) vary the amount and type of homework assignments; (2) provide motivating acts so that students complete their homework; (3) use peer-mediated strategies; and (4) involve parents in the homework process. (Author/DB)

The West Point/Mississippi State University Enrichment Project was an intensive 5-week summer intervention for 117 at-risk students. Parents of these students were invited to participate in the parent component, and at the end of the program they were surveyed to determine their perceptions of the program. Whether involving parents had a positive…

Many children needlessly fail in public school. They have adequate intelligence and academic aptitude, but they do no complete and turn in work. Their self-esteem plummets and they do not seem capable of recovery without adult help. The Academic Skills Workshop (ASW) is a model program for educators who believe in the ability of parents to help…

This article examines the acceptability, to regular classroom teachers, of various interventions for adapting instruction and accommodating students with disabilities in the general education classroom, emphasizing the areas of homework, grading, and testing. (Author/DB)