In this article, the author considers some issues concerning future research into school-based assessment and management of attention deficit hyperactivity disorder (ADHD). He focuses on a few issues of some relevance to school interventions for children and teens with ADHD. He features three articles that found that less intensive interventions were nearly as good if not equivalent to more intensive ones and that the positive implications that flow there from is worthy of notice and follow-up. Recent findings that ADHD in parents can significantly interfere with parent training and probably other interventions for ADHD deserves note among those studying school interventions. Although much has been done in the last 30 years to improve one's knowledge of how to manage ADHD in the school setting, the author points out that there is still much work to be done to improve the status quo for children and teens with ADHD.