Are people with ADHD good at school?

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity and impulsivity that begins in childhood and can persist into adulthood (1). It is estimated to affect around 5% of children and 2.5% of adults worldwide (2).

ADHD can significantly impact a person’s ability to succeed academically. However, the effect of ADHD on school performance is complex and multifactorial. In this article, we will explore the evidence around whether people with ADHD tend to struggle in academic settings, as well as discuss factors that may enable academic success among those with ADHD.

Do people with ADHD struggle in school?

Overall, research suggests that children and adults with ADHD are more likely to underperform academically compared to their peers without ADHD (3,4). There are several reasons why ADHD poses challenges in the classroom:

Inattention

A core symptom of ADHD is difficulty sustaining attention and focus, especially on tasks that are boring or repetitive (5). In a classroom setting, this could lead to:

– Missing important instructions from teachers
– Struggling to stay focused during lectures or while working independently
– Difficulty completing assignments that require sustained effort over time
– Easily distracted by noise or activity in the classroom

Hyperactivity and impulsivity

Excess motor activity and impulsiveness are also common in ADHD (6). In an academic context, this may manifest as:

– Fidgeting and restlessness during lessons
– Acting without thinking and calling out in class
– Difficulty remaining seated for long periods
– Trouble waiting turns or interrupting others
– Rushing through work and making careless mistakes

Disorganization

Many individuals with ADHD struggle with organization, time management and planning (7). As a result, they may have difficulties with:

– Forgetting to hand in homework or assignments
– Messy and disorganized notes
– Poor time management skills and procrastination
– Misplacing books, papers and other materials
– Struggling to keep track of long-term projects

Academic outcomes

Consistent with these difficulties, studies show that on average, children with ADHD:

– Have lower grades and standardized test scores compared to peers (8)
– Are more likely to repeat a grade (9)
– Are at higher risk for academic underachievement (10)
– Have higher rates of detention and suspension (11)

Rates of learning disabilities like dyslexia are also higher among those with ADHD (12). Adults with ADHD are less likely to complete high school, pursue higher education or attain a university degree compared to those without ADHD (13,14).

However, it is important to emphasize that there is substantial individual variability in outcomes. Not all children or adults with ADHD struggle academically, and many are able to compensate for their difficulties and thrive in school.

What factors may enable academic success in ADHD?

While ADHD poses inherent challenges in education settings, there are many factors that can enable students with ADHD to succeed academically, including:

Early intervention

Receiving effective treatments like behavioral therapy, medication and classroom accommodations early on can significantly improve outcomes for children with ADHD (15). Early intervention helps minimize disruptions to learning in critical developmental periods.

Effective treatments

Evidence-based treatments are key to managing ADHD symptoms. This includes medications like stimulants and atomoxetine, behavioral interventions, coaching, and classroom accommodations (16). With appropriate treatment, ADHD symptoms can be better controlled, enabling students to focus and succeed.

Adaptive teaching strategies

Teachers can make adjustments to how they deliver instruction and structure the classroom to accommodate the needs of students with ADHD, such as (17):

– Breaking down assignments into smaller chunks
– Providing frequent positive reinforcement
– Allowing movement breaks
– Reducing distractions
– Providing written/visual instructions
– Offering alternate assessment methods

Positive learning environments

School environments that cultivate a positive, supportive and structured classroom culture can enable students with ADHD to thrive. This includes fostering positive teacher-student relationships, collaborative peer interactions, and adopting a structured but flexible approach (18).

Developing learning strategies

Students with ADHD can benefit from directly learning and practicing organizational, time management, and study skills. This equips them with strategies to overcome academic challenges independently (19).

Strengths-based approaches

While ADHD poses difficulties, it can also confer cognitive strengths like creativity, intuition, and outside-the-box thinking. Drawing on and nurturing these strengths can empower students with ADHD to succeed on their own terms (20).

Access to special education services

Under the Individuals with Disabilities Education Act (IDEA) in the US, students with ADHD may qualify for an Individualized Education Program (IEP) if ADHD adversely impacts school performance. IEPs provide legally mandated accommodations and modifications to support academic success (21).

Self-advocacy skills

Learning skills to self-advocate and communicate their needs assertively helps empower students with ADHD to get support and accommodations from their schools. This contributes to better academic outcomes (22).

Supportive families

Family involvement, support and advocacy are major protective factors for academic success in ADHD. Creating structure at home, communicating with school staff, and providing learning support enables students with ADHD to thrive (23).

Conclusion

In summary, ADHD is associated with increased risks for academic underachievement due to symptoms like inattention, hyperactivity, and disorganization. However, early and ongoing interventions to treat ADHD, adaptive teaching strategies, learning skills training, strengths-based approaches and familial support enables many students with ADHD to overcome difficulties and excel in school. While more research is still needed, it is clear that with the right support, people with ADHD can absolutely succeed academically.

References

1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596

2. Thomas, R., Sanders, S., Doust, J., Beller, E., & Glasziou, P. (2015). Prevalence of attention-deficit/hyperactivity disorder: A systematic review and meta-analysis. Pediatrics, 135(4), e994-e1001. https://doi.org/10.1542/peds.2014-3482

3. Daley, D., & Birchwood, J. (2010). ADHD and academic performance: Why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom? Child: Care, Health and Development, 36(4), 455-464. https://doi.org/10.1111/j.1365-2214.2009.01046.x

4. Frazier, T. W., Youngstrom, E. A., Glutting, J. J., & Watkins, M. W. (2007). ADHD and achievement: Meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40(1), 49-65. https://doi.org/10.1177/00222194070400010401

5. Barkley, R. A. (2014). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Publications.

6. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596

7. Langberg, J. M., Dvorsky, M. R., & Evans, S. W. (2013). What specific facets of executive function are associated with academic functioning in youth with attention-deficit/hyperactivity disorder? Journal of Abnormal Child Psychology, 41(7), 1145-1159. https://doi.org/10.1007/s10802-013-9750-z

8. Frazier, T. W., Youngstrom, E. A., Glutting, J. J., & Watkins, M. W. (2007). ADHD and achievement: Meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40(1), 49-65. https://doi.org/10.1177/00222194070400010401

9. Barbaresi, W. J., Katusic, S. K., Colligan, R. C., Weaver, A. L., & Jacobsen, S. J. (2007). Long-term school outcomes for children with attention-deficit/hyperactivity disorder: A population-based perspective. Journal of Developmental & Behavioral Pediatrics, 28(4), 265–273. https://doi.org/10.1097/DBP.0b013e31811ff87d

10. Daley, D., & Birchwood, J. (2010). ADHD and academic performance: Why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom? Child: Care, Health and Development, 36(4), 455-464. https://doi.org/10.1111/j.1365-2214.2009.01046.x

11. Barkley, R. A., Fischer, M., Smallish, L., & Fletcher, K. (2006). Young adult outcome of hyperactive children: Adaptive functioning in major life activities. Journal of the American Academy of Child & Adolescent Psychiatry, 45(2), 192-202. https://doi.org/10.1097/01.chi.0000189134.97436.e2

12. Germanò, E., Gagliano, A., & Curatolo, P. (2010). Comorbidity of ADHD and dyslexia. Developmental Neuropsychology, 35(5), 475-493. https://doi.org/10.1080/87565641.2010.494748

13. Barkley, R. A., Fischer, M., Smallish, L., & Fletcher, K. (2006). Young adult outcome of hyperactive children: Adaptive functioning in major life activities. Journal of the American Academy of Child & Adolescent Psychiatry, 45(2), 192-202. https://doi.org/10.1097/01.chi.0000189134.97436.e2

14. Meinzer, M. C., Pettit, J. W., & Viswesvaran, C. (2014). The co-occurrence of attention-deficit/hyperactivity disorder and unipolar depression in children and adolescents: A meta-analytic review. Clinical Psychology Review, 34(8), 595-607. https://doi.org/10.1016/j.cpr.2014.10.002

15. Rappley, M. D. (2005). Attention deficit–hyperactivity disorder. New England Journal of Medicine, 352(2), 165-173. https://doi.org/10.1056/NEJMcp032387

16. Antshel, K. M. (2015). Psychosocial interventions in attention-deficit/hyperactivity disorder: update. Child and Adolescent Psychiatric Clinics, 24(1), 79-97. https://doi.org/10.1016/j.chc.2014.08.002

17. DuPaul, G. J., & Weyandt, L. L. (2006). School‐based intervention for children with attention deficit hyperactivity disorder: Effects on academic, social, and behavioural functioning. International Journal of Disability, Development and Education, 53(2), 161-176. https://doi.org/10.1080/10349120600716141

18. Martin, A. J. (2014). The role of ADHD in academic adversity: Disentangling ADHD effects from other personal and contextual factors. School Psychology Quarterly, 29(4), 395. https://doi.org/10.1037/spq0000069

19. Langberg, J. M., Dvorsky, M. R., Marshall, S., & Evans, S. W. (2013). Clinical implications of accurately diagnosing co-occurring attention-deficit/hyperactivity disorder and anxiety in children and adolescents. Expert Review of Neurotherapeutics, 13(11), 1247-1257. https://doi.org/10.1586/14737175.2013.845909

20. Ljusberg, A. L. (2011). The strengths coach approach. The International Journal of Evidence Based Coaching and Mentoring, 9(2), 23-33. https://radar.brookes.ac.uk/radar/items/0fe6efa2-6ac3-4a22-be59-1e2a2c66c32e/1/

21. Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. National Center for Learning Disabilities, 2-45. https://www.ncld.org/wp-content/uploads/2014/11/2014-State-of-LD.pdf

22. Wilkerson, K., Perusse, R., & Hughes, J. (2013). Comprehensive psychosocial interventions for individuals with ADHD: A systematic scoping review. School Psychology Forum, 7(2). https://www.researchgate.net/profile/Kimber-Wilkerson-2/publication/259441434_Comprehensive_Psychosocial_Interventions_for_Individuals_with_ADHD_A_Systematic_Scoping_Review/links/0deec539e401869d00000000/Comprehensive-Psychosocial-Interventions-for-Individuals-with-ADHD-A-Systematic-Scoping-Review.pdf

23. Rogers, M., Wiener, J., Marton, I., & Tannock, R. (2009). Supportive and controlling parental involvement as predictors of children’s academic achievement: Relations to children’s ADHD symptoms and parenting stress. School Mental Health, 1(2), 89-102. https://doi.org/10.1007/s12310-009-9010-0

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