Abstract
BackgroundAttention Deficit/Hyperactivity Disorder (ADHD) affects many children, adolescents, and adults and is associated with a number of impairments. Poor academic performance is related to ADHD in clinical samples. However, it is unclear to what extent core ADHD symptoms and scholastic impairment are related in non-referred school-aged children.MethodsData come from three population-based cohorts from Sweden, Denmark, and Finland, which are part of the Nordic Network on ADHD. The combined sample size was 13,087 children who were studied at ages 7–8 or 10–12 years. Teachers rated children on inattention and hyperactivity symptoms and reported children's scholastic performance on basic skills.ResultsThere was a significant association in all cohorts between core ADHD symptoms and scholastic impairment in reading, writing, and mathematics. Particularly, inattention was related to a two to tenfold increase in scholastic impairment. Prevalence of hyperactivity symptoms was similar across the three cohorts, but inattention was lowest among children from the Finnish cohort, after stratification on living conditions.ConclusionThese results extend previous reports of scholastic impairment among children with clinically diagnosed ADHD to non-referred population samples from three European countries. Surveillance policies should be implemented in school systems to catch children in need of behavioral or scholastic support early.
Highlights
Attention Deficit/Hyperactivity Disorder (ADHD) affects many children, adolescents, and adults and is associated with a number of impairments
ADHD is characterized by inattention and hyperactivity symptoms inappropriate for age or developmental level and diagnosis requires symptoms to be associated with considerable impairment
If the presence of core symptoms, irrespective of diagnosis, is systematically associated with scholastic impairment, teachers may be key in early identification of children who need support
Summary
Attention Deficit/Hyperactivity Disorder (ADHD) affects many children, adolescents, and adults and is associated with a number of impairments. It is unclear to what extent core ADHD symptoms and scholastic impairment are related in non-referred school-aged children. Scholastic underachievement is associated with clinically diagnosed ADHD in children [8] and lower academic attainment and lower socioeconomic status in adults [4]. It is unknown whether the relation between scholastic impairment holds true for core ADHD symptoms in the much larger group of cases that are not clinically diagnosed. If the presence of core symptoms, irrespective of diagnosis, is systematically associated with scholastic impairment, teachers may be key in early identification of children who need support
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