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How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study.
Rosa Cheesman1, Espen M Eilertsen1,2, Ziada Ayorech1
1PROMENTA Research Center, Department of Psychology, University of Oslo, Oslo, Norway.
Summary
Schools significantly impact academic achievement for children with attention-deficit/hyperactivity disorder (ADHD). Some schools mitigate ADHD
Area of Science:
- Neurodevelopmental disorders
- Educational psychology
- Behavioral genetics
Background:
- Children with attention-deficit/hyperactivity disorder (ADHD) often experience lower academic achievement compared to their peers.
- The moderating role of school environments on the association between ADHD and academic outcomes is not well understood.
- Methodological challenges arise from nonrandom student assignment to schools based on ADHD risk.
Purpose of the Study:
- To investigate whether school environments moderate the relationship between ADHD symptoms and academic achievement.
- To examine the influence of genetic risk for ADHD on academic achievement across different school settings.
- To determine if school sociodemographic factors explain variations in ADHD's impact on student achievement.
Main Methods:
- Utilized data from the Norwegian Mother, Father, and Child Cohort Study (MoBa) linking ADHD symptoms and polygenic scores (PGS) to standardized test achievement.
- Employed multilevel models with random slopes to estimate school-specific effects of inattention, hyperactivity, and ADHD-PGS on achievement.
- Implemented a within-family PGS design to control for parental school selection bias.
Main Results:
- Significant interactions between school environments and ADHD-related factors (inattention, hyperactivity, ADHD-PGS) on academic achievement were identified in a large sample of 23,598 students across 2,579 schools.
- The impact of ADHD symptoms and genetic risk on achievement varied substantially across schools, with ADHD having a weaker effect in higher-performing schools.
- School sociodemographic measures did not account for the observed ADHD-by-school interactions.
Conclusions:
- While ADHD symptoms and genetic predispositions can impede academic success, certain school environments appear to buffer these negative effects.
- Significant disparities exist in how effectively schools support students with ADHD, highlighting a need for more equitable educational support.
- Further research is needed to identify specific school-based factors that mitigate the impact of ADHD on academic achievement.
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