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Examining the Educational Gap for Children with ADHD and Subthreshold ADHD
Nardia Zendarski1,2, Shuaijun Guo1,2, Emma Sciberras1,2,3
1The University of Melbourne, Melbourne, Australia.
Journal of Attention Disorders
|December 15, 2020
Summary
Children with Attention Deficit Hyperactivity Disorder (ADHD) and subthreshold ADHD face significant educational challenges. Early monitoring is crucial for timely intervention and support in primary schools.
Area of Science:
- Child Psychology
- Educational Psychology
- Neurodevelopmental Disorders
Background:
- Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder impacting children's lives.
- Understanding the educational consequences of ADHD is vital for developing effective support strategies.
- Previous research indicates potential academic and social difficulties for children with ADHD.
Purpose of the Study:
- To investigate the impact of ADHD on academic and non-academic educational outcomes in Australian school children.
- To compare outcomes between children with ADHD, subthreshold ADHD, and controls.
- To identify the educational risks associated with ADHD in upper primary school.
Main Methods:
- Utilized data from two large Australian community cohorts: the Longitudinal Study of Australian Children (LSAC) and the Children's Attention Project (CAP).
- Compared academic (reading, numeracy) and non-academic (engagement, attendance, peer victimization, parental expectations) outcomes in Grade 5.
- Included children diagnosed with ADHD, subthreshold ADHD, and typically developing controls.
Main Results:
- Children with both ADHD and subthreshold ADHD demonstrated poorer outcomes across all measured academic and non-academic domains.
- Medium effect sizes were observed for these differences.
- No significant differences in outcomes were found between the ADHD and subthreshold ADHD groups.
Conclusions:
- The study highlights a clear educational risk for upper primary school children with ADHD or subthreshold ADHD.
- These findings underscore the need for ongoing monitoring of educational outcomes for affected children.
- Results can inform policy, practice, and intervention strategies to support students with ADHD.
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