Español-Martín Gemma, Pagerols Mireia, Prat Raquel, Rivas Cristina, Ramos-Quiroga Josep Antoni, Casas Miquel, Bosch Rosa
Servei de Psiquiatria, Vall d'Hebron Hospital Universitari, Barcelona, Spain.
Grup de Psiquiatria, Salut Mental i Addiccions, Vall d'Hebron Institut de Recerca (VHIR), Vall d'Hebron Hospital Universitari, Barcelona, Spain.
Front Psychiatry. 2023 Apr 12;14:1136994. doi: 10.3389/fpsyt.2023.1136994. eCollection 2023.
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.
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.
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.
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.
过去的研究表明，注意力缺陷多动障碍（ADHD）、特定学习障碍（SLD）和社会经济地位（SES）会影响一系列教育成果。然而，尚无研究探讨SES是否会调节这些神经发育障碍（ND）与儿童和青少年学业成绩之间的关联。本研究调查了1287名年龄在5至17岁之间、来自中低收入（LM）和高收入人群的西班牙学生中，ADHD和SLD对学业成绩的影响，并对可能影响教育功能的合并症和人口统计学因素进行了调整。
家长完成了一份关于人口统计学数据的问卷以及优势与困难问卷。此外，教师通过诵读困难检测与管理协议教师版提供了有关学习困难的信息。多个领域（即第一语言、外语、数学）的学业成绩来自学校记录。ND是根据《精神障碍诊断与统计手册》标准采用标准化诊断方法确定的。为了研究ADHD和SLD对学业成绩的影响以及SES的潜在调节作用，进行了一系列有序逻辑回归分析。
中低收入人群中的个体出现情绪/行为问题、学习困难和ND的情况更为频繁。在控制了性别、年龄、父母离婚/分居、留级、屏幕使用频率和每日饮食后，ADHD和SLD均与较差的教育成果相关。较低的SES也增加了学业受损的风险，尽管与ADHD或SLD的交互作用并不显著。
这些发现表明，ADHD和SLD对不同社会经济背景下的学业成绩产生普遍影响。因此，针对患有这些ND的学生的早期发现和有效干预策略对于改善他们的教育功能以及减轻与学业问题相关的负面后果至关重要。
