A Systematic Review of Literatures on Factors Associated with Educational and Academic Performance in Attention Deficit Hyperactivity Disorder
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Author(s)
Affiliation(s)
1Janssen-Cilag B.V., Tilburg, The Netherlands.
2Gilead Sciences Netherlands B.V., Amsterdam, The Netherlands.
3Radboud UMC, Donders Institute for Brain, Cognition and Behavior, Nijmegen, The Netherlands.
4Institute for Medical Technology Assessment (iMTA), Rotterdam, The Netherlands.
2Gilead Sciences Netherlands B.V., Amsterdam, The Netherlands.
3Radboud UMC, Donders Institute for Brain, Cognition and Behavior, Nijmegen, The Netherlands.
4Institute for Medical Technology Assessment (iMTA), Rotterdam, The Netherlands.
ABSTRACT
Attention
Deficit Hyperactivity Disorder (ADHD) has been shown to impair major
life activities including educational functioning. However, there is no
consensus on the specific cause for the impact on this worse educational
outcome. This systematic review aims to identify factors that have been
associated with educational and academic underperformance of children
and adolescents with ADHD. A literature search was conducted using
PubMed and the PRISMA guidelines (Preferred Reporting Items for
Systematic Reviews and Meta-Analyses). The study focused on articles
presenting results of data-based analyses related to ADHD and keywords
related to education. The search resulted in 376 records that were
screened by title. Of these, 185 articles were screened by abstract and
35 met the eligibility criteria for inclusion in the review. These 35
articles were related to seven domains: educational training,
educational environment, pharmacological treatment, ADHD symptoms,
associations of ADHD with academic outcomes, self-concept, and specific
skills. The main source of educational challenges seems to be related to
the inattentive symptoms (or subtype) of ADHD. This outcome is
different than expected, since hyperactive symptoms are pronounced more
prominently and often refer children to clinical practice. Inattentive
symptoms amongst others refer to difficulties in organization skills and
can lead to decreased self-efficacy and development of depressive
symptoms. This decreased self-efficacy and the depressive symptoms were
also found to be related to influence the relation between ADHD and
academic performance. Educational outcomes were shown to be improved
using small group work, learning via a computer-based service and as a
result of coaching and pharmacological treatment. To help children and
adults achieve educational goals that now are out of reach, more
attention should be spent to the inattentive symptoms of ADHD and
possibilities to overcome experienced problems.
Cite this paper
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