Abstract
Attention Deficit Hyperactivity Disorder (ADHD) has been shown to impair major life activities including educational functioning. However, there is no consensus on the specific cause for the impact on this worse educational outcome. This systematic review aims to identify factors that have been associated with educational and academic underperformance of children and adolescents with ADHD. A literature search was conducted using PubMed and the PRISMA guidelines (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The study focused on articles presenting results of data-based analyses related to ADHD and keywords related to education. The search resulted in 376 records that were screened by title. Of these, 185 articles were screened by abstract and 35 met the eligibility criteria for inclusion in the review. These 35 articles were related to seven domains: educational training, educational environment, pharmacological treatment, ADHD symptoms, associations of ADHD with academic outcomes, self-concept, and specific skills. The main source of educational challenges seems to be related to the inattentive symptoms (or subtype) of ADHD. This outcome is different than expected, since hyperactive symptoms are pronounced more prominently and often refer children to clinical practice. Inattentive symptoms amongst others refer to difficulties in organization skills and can lead to decreased self-efficacy and development of depressive symptoms. This decreased self-efficacy and the depressive symptoms were also found to be related to influence the relation between ADHD and academic performance. Educational outcomes were shown to be improved using small group work, learning via a computer-based service and as a result of coaching and pharmacological treatment. To help children and adults achieve educational goals that now are out of reach, more attention should be spent to the inattentive symptoms of ADHD and possibilities to overcome experienced problems.
Highlights
Attention Deficit Hyperactivity Disorder (ADHD) is the most common neuropsychiatric disorder in children and adolescents (Polanczyk, de Lima, Horta, Biederman, & Rohde, 2007)
This systematic review focused on the question: Is it possible to identify factors that have been demonstrated to be associated with educational and academic performance in ADHD based on the current available evidence, and if so: which factors are those? This question was raised, since based on available literature it can be concluded that there is a certain negative impact of ADHD on school outcome, but without consensus on the specific cause for this impact
The answer to the question if the ADHD itself causes the impact on negative educational outcomes or that underlying factors at stake is that both seem to be true
Summary
Attention Deficit Hyperactivity Disorder (ADHD) is the most common neuropsychiatric disorder in children and adolescents (Polanczyk, de Lima, Horta, Biederman, & Rohde, 2007). The prevalence rate is similar across countries in Europe and throughout the world and is estimated at 5.3% (Polanczyk et al, 2007). Core symptoms of ADHD comprise inappropriate levels of inattention, hyperactivity and impulsivity (Goodman & Livingston, 2013). Multiple follow-up studies have been published that show ADHD persists into adolescence and adulthood in around two-thirds of the population (Faraone, Biederman, & Mick, 2006; Lara et al, 2009). Adult ADHD is estimated to have a worldwide-pooled prevalence of 4.4% (Polanczyk et al, 2007). It has been shown that ADHD impairs major areas of life, including quality of life (QoL), social relations, family functioning, and education and occupational functioning (Danckaerts et al, 2009; Nijmeijer et al, 2008; Coghill et al, 2008; van der Kolk et al, 2014)
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