Introduction
In the realm of educational interventions, the need for innovative and accessible solutions for students with Attention-Deficit/Hyperactivity Disorder (ADHD) is paramount. A recent study, "Study protocol of a randomized trial of STRIPES: a schoolyear, peer-delivered high school intervention for students with ADHD," provides a beacon of hope. This research highlights the potential of peer-delivered interventions in high schools, focusing on enhancing executive functioning and academic motivation among ninth-grade students.
The Challenge
High school students with ADHD often face significant academic challenges, including lower grades, incomplete assignments, and a higher risk of dropping out. These issues can lead to long-term consequences such as unemployment and social difficulties. Despite the availability of evidence-based interventions in elementary settings, high school students often lack access to similar support due to structural and resource limitations.
Introducing STRIPES
The STRIPES program (Students Taking Responsibility and Initiative through Peer Enhanced Support) is designed to bridge this gap. Developed over four years, STRIPES leverages the power of peer support to deliver interventions that focus on organization, time management, and planning skills. This approach is not only cost-effective but also capitalizes on the natural social dynamics of high school students.
Key Findings
- Effectiveness: STRIPES has shown promising results in improving executive functioning and academic motivation, leading to better academic performance and attendance.
- Feasibility: The program's peer-delivered model is both feasible and acceptable, providing a sustainable solution for schools with limited resources.
- Implementation: The study highlights the importance of tailoring the program to fit the specific needs of each school, ensuring maximum impact and engagement.
Implications for Practitioners
For practitioners looking to enhance their intervention strategies for students with ADHD, the STRIPES program offers valuable insights:
- Peer Involvement: Engage older students as peer interventionists to provide relatable and effective support.
- Focus on Skills: Emphasize organization, time management, and planning skills to address core deficits in executive functioning.
- Motivation Enhancement: Incorporate motivational strategies such as goal setting and strength-based feedback to boost academic motivation.
Encouragement for Further Research
While the STRIPES program demonstrates significant potential, continued research is essential to refine and expand its application. Practitioners are encouraged to explore further studies and contribute to the growing body of evidence supporting peer-delivered interventions in high school settings.
Conclusion
The STRIPES program exemplifies how peer support can be harnessed to create meaningful academic improvements for students with ADHD. By focusing on executive functioning and academic motivation, practitioners can empower students to achieve their full potential. To delve deeper into the research and explore the detailed findings, please follow this link: Study protocol of a randomized trial of STRIPES: a schoolyear, peer-delivered high school intervention for students with ADHD.
