Trial results for a peer-delivered high school preparatory intervention for students with Attention Deficit Hyperactivity Disorder (ADHD) were posted on ClinicalTrials.gov on 2026-03-05, involving 72 participants.
Background
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder often diagnosed in childhood that can persist into adolescence and adulthood. High school students with ADHD frequently face challenges with academic performance, class attendance, and managing symptoms, which can impact their overall success and well-being. Interventions designed to support these students during the critical transition to high school are important for fostering better academic outcomes and symptom management. Peer-delivered interventions can be particularly effective in this age group by leveraging social dynamics and relatable experiences.
Trial design
This completed study, designated as Phase NA, enrolled 72 ninth-grade students with ADHD. The trial aimed to test whether a peer-delivered intervention, named Summer STRIPES, outperformed enhanced school services as usual (SSU plus). Participants were randomly assigned to either the intervention or the control group. Primary outcomes included Grade Point Average (GPA), Class Attendance, and ADHD symptoms as reported by parents and teachers.
Key results
The trial reported several key measurements and analyses:
- Grade Point Average (grade point average):
- Summer STRIPES group: mean of 2.62 (Standard Deviation .92) and 2.60 (Standard Deviation 1.05).
- Enhanced School Services as Usual group: mean of 2.39 (Standard Deviation .83) and 2.55 (Standard Deviation 1.03).
- Class Attendance (class absences per academic quarter):
- Summer STRIPES group: mean of 23.3 (Standard Deviation 30.59) and 50.0 (Standard Deviation 45.47).
- Enhanced School Services as Usual group: mean of 33.7 (Standard Deviation 31.02) and 59.70 (Standard Deviation 46.1).
- Attention Deficit Hyperactivity Disorder Symptom Severity (Units on a scale):
- Summer STRIPES group: mean of 1.09 (Standard Deviation .62) and 1.12 (Standard Deviation .87).
- Enhanced School Services as Usual group: mean of .99 (Standard Deviation .57) and 1.23 (Standard Deviation .90).
Key analyses using Mixed Models Analysis showed the following slopes and p-values:
- Slope of -0.02 (95.0% Confidence Interval: -0.04 to 0.01) with a p-value of 0.26.
- Slope of 0.18 (95.0% Confidence Interval: -3.89 to 4.25) with a p-value of 0.93.
- Slope of 0.0 (95.0% Confidence Interval: -0.01 to 0.0) with a p-value of 0.239.
- Slope of -0.01 (95.0% Confidence Interval: -0.03 to 0.02) with a p-value of 0.659.
- Slope of 0.4 (95.0% Confidence Interval: -2.64 to 3.44) with a p-value of 0.797.
- Slope of -0.67 (95.0% Confidence Interval: -1.38 to 0.03) with a p-value of 0.062.
What this means
The results indicate that while the Summer STRIPES peer-delivered intervention showed some positive trends, such as potentially fewer class absences in the intervention group compared to enhanced school services as usual, the mixed models analyses did not demonstrate statistically significant differences for the primary outcomes of GPA, class attendance, or ADHD symptom severity. The p-values for all reported analyses were above the conventional threshold for statistical significance, with the lowest being 0.062. These findings suggest that while peer-delivered interventions may offer supportive benefits, further research with larger cohorts or refined approaches may be needed to establish a statistically significant impact on key academic and symptomatic outcomes for high school students with ADHD.
Source
The information regarding these trial results was obtained from ClinicalTrials.gov, a public database of clinical studies. The results for the study NCT04571320, titled "A Peer-Delivered High School Preparatory Intervention for Students With ADHD", were posted on 2026-03-05 on clinicaltrials.gov.