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

IntroductionPast 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 neurod...

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Main Authors: Gemma Español-Martín, Mireia Pagerols, Raquel Prat, Cristina Rivas, Josep Antoni Ramos-Quiroga, Miquel Casas, Rosa Bosch
Format: Article
Language:English
Published: Frontiers Media S.A. 2023-04-01
Series:Frontiers in Psychiatry
Subjects:
Online Access:https://www.frontiersin.org/articles/10.3389/fpsyt.2023.1136994/full
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author Gemma Español-Martín
Gemma Español-Martín
Gemma Español-Martín
Gemma Español-Martín
Mireia Pagerols
Mireia Pagerols
Raquel Prat
Raquel Prat
Cristina Rivas
Josep Antoni Ramos-Quiroga
Josep Antoni Ramos-Quiroga
Josep Antoni Ramos-Quiroga
Josep Antoni Ramos-Quiroga
Miquel Casas
Miquel Casas
Rosa Bosch
Rosa Bosch
author_facet Gemma Español-Martín
Gemma Español-Martín
Gemma Español-Martín
Gemma Español-Martín
Mireia Pagerols
Mireia Pagerols
Raquel Prat
Raquel Prat
Cristina Rivas
Josep Antoni Ramos-Quiroga
Josep Antoni Ramos-Quiroga
Josep Antoni Ramos-Quiroga
Josep Antoni Ramos-Quiroga
Miquel Casas
Miquel Casas
Rosa Bosch
Rosa Bosch
author_sort Gemma Español-Martín
collection DOAJ
description IntroductionPast 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.MethodsParents 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.ResultsEmotional/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.ConclusionThese 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.
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spelling doaj.art-11f162fa42744d9e92b9ee0ef05419812023-04-12T04:51:50ZengFrontiers Media S.A.Frontiers in Psychiatry1664-06402023-04-011410.3389/fpsyt.2023.11369941136994The impact of attention-deficit/hyperactivity disorder and specific learning disorders on academic performance in Spanish children from a low-middle- and a high-income populationGemma Español-Martín0Gemma Español-Martín1Gemma Español-Martín2Gemma Español-Martín3Mireia Pagerols4Mireia Pagerols5Raquel Prat6Raquel Prat7Cristina Rivas8Josep Antoni Ramos-Quiroga9Josep Antoni Ramos-Quiroga10Josep Antoni Ramos-Quiroga11Josep Antoni Ramos-Quiroga12Miquel Casas13Miquel Casas14Rosa Bosch15Rosa Bosch16Servei de Psiquiatria, Vall d’Hebron Hospital Universitari, Barcelona, SpainGrup de Psiquiatria, Salut Mental i Addiccions, Vall d’Hebron Institut de Recerca (VHIR), Vall d’Hebron Hospital Universitari, Barcelona, SpainDepartament de Psiquiatria i Medicina Legal, Universitat Autònoma de Barcelona, Bellaterra, SpainCentro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Instituto de Salud Carlos III, Madrid, SpainPrograma MIND Escoles, Hospital Sant Joan de Déu, Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, SpainUnitat de Farmacologia, Departament de Fonaments Clínics, Facultat de Medicina i Ciències de la Salut, Universitat de Barcelona (UB), Barcelona, SpainPrograma MIND Escoles, Hospital Sant Joan de Déu, Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, SpainCentre for Health and Social Care Research (CEES), University of Vic-Central University of Catalonia (UVic-UCC), Vic, SpainPrograma MIND Escoles, Hospital Sant Joan de Déu, Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, SpainServei de Psiquiatria, Vall d’Hebron Hospital Universitari, Barcelona, SpainGrup de Psiquiatria, Salut Mental i Addiccions, Vall d’Hebron Institut de Recerca (VHIR), Vall d’Hebron Hospital Universitari, Barcelona, SpainDepartament de Psiquiatria i Medicina Legal, Universitat Autònoma de Barcelona, Bellaterra, SpainCentro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Instituto de Salud Carlos III, Madrid, SpainDepartament de Psiquiatria i Medicina Legal, Universitat Autònoma de Barcelona, Bellaterra, SpainPrograma MIND Escoles, Hospital Sant Joan de Déu, Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, SpainCentro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Instituto de Salud Carlos III, Madrid, SpainPrograma MIND Escoles, Hospital Sant Joan de Déu, Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, SpainIntroductionPast 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.MethodsParents 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.ResultsEmotional/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.ConclusionThese 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.https://www.frontiersin.org/articles/10.3389/fpsyt.2023.1136994/fullStrengths and Difficulties Questionnaire (SDQ)attention-deficit/hyperactivity disorder (ADHD)specific learning disorders (SLD)socioeconomic status (SES)academic performance
spellingShingle Gemma Español-Martín
Gemma Español-Martín
Gemma Español-Martín
Gemma Español-Martín
Mireia Pagerols
Mireia Pagerols
Raquel Prat
Raquel Prat
Cristina Rivas
Josep Antoni Ramos-Quiroga
Josep Antoni Ramos-Quiroga
Josep Antoni Ramos-Quiroga
Josep Antoni Ramos-Quiroga
Miquel Casas
Miquel Casas
Rosa Bosch
Rosa Bosch
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
Frontiers in Psychiatry
Strengths and Difficulties Questionnaire (SDQ)
attention-deficit/hyperactivity disorder (ADHD)
specific learning disorders (SLD)
socioeconomic status (SES)
academic performance
title 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
title_full 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
title_fullStr 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
title_full_unstemmed 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
title_short 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
title_sort 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
topic Strengths and Difficulties Questionnaire (SDQ)
attention-deficit/hyperactivity disorder (ADHD)
specific learning disorders (SLD)
socioeconomic status (SES)
academic performance
url https://www.frontiersin.org/articles/10.3389/fpsyt.2023.1136994/full
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