Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention and/or hyperactivity-impulsivity. Approximately 5 to 7% of all children meet criteria for ADHD. Due to inattentive and disruptive behavior in class, children with ADHD are at risk of academic difficulties, including underachievement, retaining grade, special educational placement, and suspension or drop-out from school. As ADHD related behaviors may disturb the learning process of classmates and may elicit maladaptive behav-ior of both classmates and teacher, overall classroom functioning may decrease, both academically and socially.Teachers play an important role in considering interventions. They may be confronted daily with children with ADHD and they need to have the ability to manage these children. Providing teachers with effective tools may benefit children with ADHD as well as their classmates, but moreover, may improve confidence and wellbeing of teachers themselves. As the most common treatment for children with ADHD is stimulant medication, which is limited by several factors (e.g. side effects, compliance problems), there is a need for non-pharmacological interventions, including school-based interventions. Previous studies on the effectiveness of school-based interventions show inconsistent results. The present study provides a meta-analytic review of published studies on classroom interventions for ADHD covering a period of 33 years of research. It aims to first, determine the effectiveness of several types of classroom interventions (antecedent-based, con-sequence-based, self-regulation, combined) that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD, second, to identify potential moderators (classroom setting, type of measure, students’ age, gender, intelligence, and medication use) and third,...