School psychologists can play an important advocacy role in ensuring the latest evidence-based practices for students presenting with symptoms of attention deficit hyperactivity disorder (ADHD) are being implemented in their districts. ADHD is a highly stigmatized disorder due to a number of misconceptions (e.g., the prevalence of ADHD has increased in the last 20 years, ADHD is more common in the United States than other countries, ADHD often goes away or if left untreated will have a limited impact on one's future life functioning, psychostimulant medication only leads to shortterm improvements) that persist among the general population. To promote a more accurate understanding of ADHD, The World Federation of ADHD published a consensus statement that comprehensively summarized the results of the latest scientific evidence about the developmental trajectory, outcomes, and treatments for ADHD. A group of 80 internationally distinguished ADHD researchers investigated 229 studies involving: (1) 2,000 or more participants; or (2) meta-analytic studies involving five or more studies (or had > 2,000 participants). From this extensive review, 208 empirically supported statements were definitively concluded from the existing research literature and14 summary statements were highlighted. The purpose of this article was to closely examine the 208 empirically supported ADHD consensus statements with an eye toward implications for the roles and functions of school psychologists. The authors do so within three primary job responsibilities, including screening/identification, mitigating developmental risk, and best practices in school-based interventions. They highlight how the latest evidence base surrounding ADHD might improve school-based mental health services for school-aged children at-risk for or diagnosed with ADHD.