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The impact of attention-deficit/hyperactivity disorder and specific learning disorders on academic performance in Spanish children from a low-middle- and a high-income population.

The impact of attention-deficit/hyperactivity disorder and specific learning disorders on academic performance in Spanish children from a low-middle- and a high-income population.

Authors :
Español-Martín G
Pagerols M
Prat R
Rivas C
Ramos-Quiroga JA
Casas M
Bosch R
Source :
Frontiers in psychiatry [Front Psychiatry] 2023 Apr 12; Vol. 14, pp. 1136994. Date of Electronic Publication: 2023 Apr 12 (Print Publication: 2023).
Publication Year :
2023

Abstract

Introduction: Past research has demonstrated that attention-deficit/hyperactivity disorder (ADHD), specific learning disorders (SLD), and socioeconomic status (SES) affect a host of educational outcomes. However, there are no studies examining whether SES moderates the association between these neurodevelopmental disorders (ND) and the academic achievement of children and adolescents. The present investigation examined the impact of ADHD and SLD on academic performance in 1,287 Spanish students aged 5-17 from a low-middle (LM)- and a high-income population, when adjusted for comorbidity and demographic factors that may influence educational functioning.<br />Methods: Parents completed a questionnaire regarding demographic data along with the Strengths and Difficulties Questionnaire. Additionally, teachers provided information on learning difficulties trough the Protocol for Detection and Management of Dyslexia. Teacher's Version. Academic performance across multiple domains (i.e., first language, foreign language, mathematics) was obtained from school records. ND were determined using standardized diagnostic methods based on the Diagnostic and Statistical Manual of Mental Disorders criteria. To examine the effects of ADHD and SLD on academic achievement and the potential moderating role of SES, a series of ordinal logistic regressions were conducted.<br />Results: Emotional/behavioral problems, learning difficulties, and ND were more frequent among individuals from the LM-income population. After controlling for gender, age, parental divorce/separation, grade retention, frequency of screen use, and daily meals, both ADHD and SLD were associated with worse educational outcomes. Lower SES also increased the risk for academic impairment, although the interactions with ADHD or SLD were not significant.<br />Conclusion: These findings indicate that ADHD and SLD exert a pervasive impact on academic performance across different socioeconomic backgrounds. Therefore, early detection and effective intervention strategies aimed at students with these ND are crucial to improve their educational functioning and mitigate the negative consequences related to academic problems.<br />Competing Interests: GE-M has received travel grants from Angelini Pharma, Laboratorios Rubió, Lundbeck, and Takeda for participating in psychiatric meetings. JR-Q has served on the speakers’ bureau and acted as consultant for Bial, Bristol Myers Squibb, Janssen-Cilag, Laboratorios Raffo, Laboratorios Rubió, Medice, Novartis, Shionogi, Shire, Sincrolab, Takeda, Tecnofarma, and Uriach. He has received travel awards from Bial, Janssen-Cilag, Laboratorios Rubió, Medice, Shionogi, Shire, and Takeda for participating in psychiatric meetings. The Department of Psychiatry chaired by JR-Q has received unrestricted educational and research support from Janssen-Cilag, Laboratorios Rubió, Oryzon, Psious, Roche, and Shire in the past 3 years. MC has received travel grants and research support from Eli Lilly and Co., Janssen-Cilag, and Shire. He has been on the advisory board and served as a consultant for Eli Lilly and Co., Janssen-Cilag, and Shire. The remaining authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.<br /> (Copyright © 2023 Español-Martín, Pagerols, Prat, Rivas, Ramos-Quiroga, Casas and Bosch.)

Details

Language :
English
ISSN :
1664-0640
Volume :
14
Database :
MEDLINE
Journal :
Frontiers in psychiatry
Publication Type :
Academic Journal
Accession number :
37124266
Full Text :
https://doi.org/10.3389/fpsyt.2023.1136994