Exeter Medical School, University of Exeter, UK.
Department of Psychiatry, Child and Adolescent Psychiatry, Cambridge, UK.
Br J Educ Psychol. 2021 Mar;91(1):442-462. doi: 10.1111/bjep.12375. Epub 2020 Aug 2.
Among children aged 6-16, there is a clear association between attention-deficit/hyperactivity disorder (ADHD) symptoms and academic attainment. We wanted to know whether this association was replicated in younger children.
To explore the relationship between children aged 4-8 with probable ADHD and their academic attainment and school attendance. Secondly, the study aimed to explore their behaviour within school and their reported attitudes towards school.
A total of 1,152 children who were taking part in the Supporting Teachers and Children in Schools (STARS) cluster randomized controlled trial.
ADHD status was established by using the Strengths and Difficulties Questionnaire predictive algorithm to identify children with probable ADHD. Using baseline data, random-effects regression models on ADHD status were fitted to attainment, attendance, special educational needs (SEN) provision, and attitudes towards school and classroom behaviour; models that were also fitted to attainment were evaluated again at 9, 18, and 30 months after baseline.
Children with probable ADHD (n = 47) were more likely than controls (n = 1,105) to have below-expected attainment in literacy (odds ratio (OR) 16.7, 95% CI 6.93-to-40.1), numeracy (OR 11.3, 95% CI 5.34-to-24.1) and to be identified as having SEN (OR-55.2, 95%-CI 22.1-to-137). Their attendance was poorer with more unauthorized absences (rate ratio (RR)-1.91, 95%-CI-1.57-to-2.31). They had more teacher-reported behavioural problems (mean difference (MD) 5.0, 95%-CI 4.6-to-5.4) and less positive attitudes towards school (MD -1.1, 95% CI -0.56 to -1.85). Poorer attainment in literacy and numeracy persisted at all follow-ups.
Children aged as young as 4 whose behaviour indicates probable ADHD struggle to cope at school in terms of academic attainment, attendance, classroom behaviour, and attitude towards school when compared to other children. Early identification and intervention to help these children manage in school are needed.
在 6-16 岁的儿童中，注意力缺陷/多动障碍（ADHD）症状与学业成绩之间存在明显关联。我们想知道这种关联是否在年幼的儿童中得到复制。
探讨 4-8 岁患有可能的 ADHD 的儿童与他们的学业成绩和出勤率之间的关系。其次，该研究旨在探讨他们在学校内的行为以及他们对学校的报告态度。
共有 1152 名参与支持教师和儿童在学校（STARS）群组随机对照试验的儿童。
使用优势与困难问卷预测算法确定可能患有 ADHD 的儿童的 ADHD 状态。使用基线数据，对 ADHD 状态进行随机效应回归模型拟合，以获得学业成绩、出勤率、特殊教育需求（SEN）供给以及对学校和课堂行为的态度；同样拟合到学业成绩的模型在基线后 9、18 和 30 个月再次进行评估。
患有可能的 ADHD 的儿童（n=47）比对照组（n=1105）更有可能在读写（优势比（OR）16.7，95%CI 6.93-40.1）和计算（OR 11.3，95%CI 5.34-24.1）方面的预期成绩较低，被确定为有 SEN（OR-55.2，95%-CI 22.1-137）。他们的出勤率较差，未经授权的缺勤人数较多（比率比（RR）-1.91，95%-CI-1.57-2.31）。他们有更多的教师报告的行为问题（平均差异（MD）5.0，95%-CI 4.6-5.4）和对学校的态度较差（MD-1.1，95%CI-0.56-1.85）。在所有随访中，读写和计算的成绩较差仍然存在。
与其他儿童相比，行为表明患有可能的 ADHD 的 4 岁儿童在学业成绩、出勤率、课堂行为和对学校的态度方面难以应对学校的学习。需要早期识别和干预，以帮助这些儿童在学校中管理。
