Chan Elizabeth S M, Green Cathrin D, Dvorsky Melissa R, Steinberg Amanda H, Becker Stephen P, Langberg Joshua M
Graduate School of Applied and Professional Psychology, Rutgers University, Piscataway, NJ, USA.
Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
Res Dev Disabil. 2025 Feb;157:104903. doi: 10.1016/j.ridd.2024.104903. Epub 2025 Jan 8.
The study of ADHD has predominantly focused on individual-level risk-factors, and less is known about contextual factors that promote adaptive functioning.
The present study is the first to evaluate the longitudinal association between five dimensions of school climate (academic expectations, student engagement, disciplinary structure, respect for students, willingness to seek help) and student outcomes, and whether ADHD symptom severity moderates those associations.
Participants included 274 adolescents (45 % female) who completed assessments in 8th (T1) and 10th (T2) grades.
Hierarchical regressions revealed that school climate predicted multiple outcomes over and above ADHD symptom severity, including academic motivation, homework performance, emotion dysregulation, internalizing symptoms, and close friendships. A fair but strict school disciplinary structure and respect for students were the most consistent predictors of study outcomes regardless of ADHD symptom severity. Further, higher levels of disciplinary structure and willingness to seek help attenuated the association between ADHD symptom severity to internalizing symptoms and emotion dysregulation, respectively.
Interventions are needed that target school level contextual factors, such as applying fair and consistent discipline and demonstrating respect for students. Structural level school factors may partially mitigate the negative impact of ADHD symptoms.
注意力缺陷多动障碍（ADHD）的研究主要集中在个体层面的风险因素上，而对于促进适应性功能的情境因素了解较少。
本研究首次评估学校氛围的五个维度（学业期望、学生参与度、纪律结构、对学生的尊重、寻求帮助的意愿）与学生成绩之间的纵向关联，以及ADHD症状严重程度是否会调节这些关联。
参与者包括274名青少年（45%为女性），他们在八年级（T1）和十年级（T2）完成了评估。
分层回归显示，学校氛围预测了除ADHD症状严重程度之外的多个结果，包括学习动机、家庭作业表现、情绪失调、内化症状和亲密友谊。无论ADHD症状严重程度如何，公平但严格的学校纪律结构和对学生的尊重是学习结果最一致的预测因素。此外，更高水平的纪律结构和寻求帮助的意愿分别减弱了ADHD症状严重程度与内化症状和情绪失调之间的关联。
需要针对学校层面的情境因素进行干预，例如实施公平一致的纪律并表现出对学生的尊重。学校的结构层面因素可能会部分减轻ADHD症状的负面影响。
