Objective:

The present study examined the impact of Attention Deficit Hyperactivity Disorder (ADHD) on core educational outcomes in two large community cohorts of Australian school children.

Method:

Academic (reading and numeracy) and non-academic (school engagement, attendance, peer victimization, and parental expectations) outcomes were compared between children with ADHD, subthreshold ADHD, and controls when children were in grade 5 (M age = 10.5). Data were drawn from the Longitudinal Study of Australian Children birth cohort (LSAC; N = 3,540) and the Children’s Attention Project (CAP; N = 356).

Results:

Both subthreshold ADHD and ADHD groups had poorer outcomes on all measures, with medium effects sizes. Differences were not evident between subthreshold ADHD and ADHD groups.

Conclusions:

Educational outcomes examined in this study highlight the educational risk for upperprimary school children with ADHD or subthreshold ADHD, in comparison to their peers. Monitoring these outcomes is necessary to inform policy, practice, and intervention.

中文翻译：

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检查多动症和亚阈下多动症儿童的教育差距

客观的：

本研究检查了注意力缺陷多动障碍 (ADHD) 对澳大利亚学童的两个大型社区群体的核心教育成果的影响。

方法：

在儿童 5 年级（M 年龄 = 10.5）时，比较了患有 ADHD、阈下 ADHD 和对照的儿童之间的学术（阅读和算术）和非学术（学校参与、出勤、同伴受害和父母期望）结果。数据来自澳大利亚儿童出生队列纵向研究 (LSAC; N  = 3,540) 和儿童注意项目 (CAP; N  = 356)。

结果：

阈下 ADHD 和 ADHD 组在所有测量中的结果都较差，影响大小中等。阈下 ADHD 和 ADHD 组之间的差异不明显。

结论：

与同龄人相比，本研究中检查的教育成果突出了患有 ADHD 或亚阈值 ADHD 的高年级儿童的教育风险。监测这些结果对于为政策、实践和干预提供信息是必要的。