Academic Outcomes in Primary and Secondary School Students Prescribed Long-Acting Stimulants for ADHD Management
Chris Folkins1, Chandy Somayaji1, Simerpal K Gill2
1University of New Brunswick, Fredericton, NB, Canada.
Objective:
This study examines the impact of long-acting stimulant (LAS) pharmacotherapy for ADHD on academic outcomes among students in grades K-12 using retrospective analysis of administrative data.
Methods:
ADHD diagnosis was identified based on ADHD management plans in school records, physician notes in billing records, and/or prescription records. Prescription records identified LAS-treated students (n = 15,544), excluding those treated with immediate/intermediate-acting stimulants or atomoxetine. A control group without ADHD (n = 204,681), and another with untreated ADHD (n = 27,880) were also identified. The following outcomes were examined using multivariate regression: report card scores, standardized assessment exam performance, graduation from high school, school attendance, and transition to post-secondary education.
Results:
ADHD was associated with lower average report card scores and provincial assessment exam scores and increased frequency of school absence among grades K-12, and decreased likelihood of high school graduation and transition to post-secondary education. LAS treatment was associated with improved report card (score estimate -4.93 Treated, -6.19 Untreated) and provincial assessment exam scores (percentile rank estimate -9.20 Treated, -11.50 Untreated) among grades 9 to 12, reduced absences among grades K-12 (absence rate estimate -3.33 Treated, 7.96 Untreated), and increased likelihood of graduation (OR of failure to graduate 1.39 Treated, 2.22 Untreated) and transition to post-secondary education (OR of no transition 0.77 Treated, 1.42 Untreated; reference = No ADHD group).
Conclusion:
LAS pharmacotherapy is associated with improved academic performance, attendance, and likelihood of graduation and transition to post-secondary education.
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