Factors affecting academic achievement in children with ADHD

Abstract

This study explored the impact of methylphenidate on the academic achievement of 85 children with ADHD. The study employed subjective (parent/ teacher ratings) and objective (standardized tests) academic achievement measures, and assessed the impact of in-school academic supports, covariates (baseline performance, IQ, psychosocial adversity) and current and total use of medication over 12 months. The results highlight that neither medication nor academic supports signifi cantly predict academic achievement over and above the covariates of baseline performance and IQ. Our results help to understand the inconsistencies in the literature and highlight the need for school-based interventions to improve academic performance in children with ADHD.