David Lawrence1, Stephen Houghton1, Vaille Dawson1, Michael Sawyer2, Annemaree Carroll3. 1. Graduate School of Education, The University of Western Australia, Perth, Western Australia, Australia. 2. School of Medicine, The University of Adelaide, South Australia, Australia. 3. Faculty of Humanities and Social Sciences, The University of Queensland, Brisbane, Queensland, Australia.
Abstract
BACKGROUND: Attention-deficit/hyperactivity disorder (ADHD) is associated with negative social and occupational outcomes across the life course. However, there has been limited population-based research that quantifies the impact of ADHD on academic achievement and academic trajectories. AIMS: To compare academic performance and academic trajectories of students with ADHD with students without a mental disorder. SAMPLE: Data were drawn from Young Minds Matter, a national population-based sample of 6,310 Australian children and adolescents aged 4-17 years. Using linked achievement test data, the academic performance and trajectories of 327 students with ADHD were compared with those of 3,916 students without a mental disorder. METHODS: Survey data were combined with scores on national standardized tests for literacy and numeracy over an 8-year period. RESULTS: In Year 3, students with ADHD were on average 1 year behind students with no mental disorder in reading and numeracy, and 9 months behind in writing. In Year 9, the gaps were much larger with students with ADHD on average 2.5 years behind in reading, 3 years behind in numeracy, and 4.5 years behind in writing. CONCLUSIONS: Students with ADHD have substantially lower achievement in reading, writing, and numeracy. Writing was the most adversely affected domain. For example, in Year 9 students with ADHD were on average writing at a Year 5 level. Children and adolescents with ADHD need substantial support to manage inattention, impulsivity, and hyperactivity. Skilled remediation in literacy and numeracy is required throughout all school years.
BACKGROUND:Attention-deficit/hyperactivity disorder (ADHD) is associated with negative social and occupational outcomes across the life course. However, there has been limited population-based research that quantifies the impact of ADHD on academic achievement and academic trajectories. AIMS: To compare academic performance and academic trajectories of students with ADHD with students without a mental disorder. SAMPLE: Data were drawn from Young Minds Matter, a national population-based sample of 6,310 Australian children and adolescents aged 4-17 years. Using linked achievement test data, the academic performance and trajectories of 327 students with ADHD were compared with those of 3,916 students without a mental disorder. METHODS: Survey data were combined with scores on national standardized tests for literacy and numeracy over an 8-year period. RESULTS: In Year 3, students with ADHD were on average 1 year behind students with no mental disorder in reading and numeracy, and 9 months behind in writing. In Year 9, the gaps were much larger with students with ADHD on average 2.5 years behind in reading, 3 years behind in numeracy, and 4.5 years behind in writing. CONCLUSIONS: Students with ADHD have substantially lower achievement in reading, writing, and numeracy. Writing was the most adversely affected domain. For example, in Year 9 students with ADHD were on average writing at a Year 5 level. Children and adolescents with ADHD need substantial support to manage inattention, impulsivity, and hyperactivity. Skilled remediation in literacy and numeracy is required throughout all school years.
Authors: Matthew F Smout; Gian Mauro Manzoni; Sofia Tamini; Nicoletta Marazzi; Alessandra De Col; Giada Pietrabissa; Gianluca Castelnuovo; Enrico Molinari; Alessandro Sartorio Journal: Health Qual Life Outcomes Date: 2022-01-10 Impact factor: 3.186