In Australia, approximately 6-10% of children and adolescents in Australia are diagnosed with ADHD. Having ADHD – at this time – is associated with a significantly increased risk of persistent academic underachievement.
40% of ADHDers are below the national minimum standard in at least one academic area (as tested on the National Assessment Program Literacy and Numeracy – NAPLAN). When an ADHDer enters high school, 73% of ADHDers had challenges in writing, with almost 25% below the minimum standard. By year 9, 37.5% of ADHDers did not achieve the minimum standard.
Adolescent males in years 9-12 are eight times more likely to drop out of school compared to their neurotypical peers. ADHDers are more likely to have long-term consequences such as lower self-esteem, substance use, unemployment, economic hardship, lifelong disadvantages, and the development of psychological conditions such as depression or anxiety. This risk increases for ADHDers with co-occuring conditions, such as Autism, Specific Learning Difficulties (e.g. Developmental Dyslexia, Dysgraphia) or language difficulties (e.g. Developmental Language Disorder).
Research shows that ADHDers, whether diagnosed or undiagnosed, tend to perform poorly in various educational outcomes, including lower academic achievement in reading, writing and numeracy, despite an average or above average IQ. Decreased school engagement, lower attendance, increased suspensions and expulsions, and drop out rates, as well as difficulties forming and maintaining friendships and a higher likelihood of being bullied or victimised are common.
School can’t (aka. School refusal) is significantly over represented in neurodivergent populations, which also impacts on their educational and social outcomes.
BUT IT DOESN’T HAVE TO BE THIS WAY!
Research is emerging about how we can support ADHDers to achieve and thrive in education settings. Some of these are:
- Smaller class sizes
- Reducing distractions (e.g. noisy, quiet areas, minimalist environments)
- Implementing specific and individualised academic inervention strategies – including choice making, peer tutoring, computer aided instruction, project and interest based learning, teaching study skills that align with the ADHD neurotype, supporting attention
- Increased physical activity and regular movement breaks/options for movement throughout all activities
- Finding Alternative Methods of discipline – using collaborative problem solving, abolishing suspensions and expulsions and working with health professionals.
- Close collaboration with the school, parents and health care providers.
- Ensuring co-occuring conditions (e.g. anxiety, depression) are also supported
- Ensuring bullying is eliminated
Widespread system change and more research is needed to find out the best ways to support our ADHDers at school. Several studies and teacher surveys consistently report that more training and education is needed on ADHDer children and how to help them achieve.
How can we help you?
The guide is designed to empower educators with knowledge and practical strategies to support neurodivergent students’ working memory in the classroom setting.
Recognising the critical role working memory plays in learning and academic achievement, this guide provides evidence-based approaches tailored to the needs of neurodivergent learners.
WANT TO KNOW MORE?
Full, Part Day or 2 hour Team Trainings
Individual staff Consultative appts
Printable resources for educators
If you would like to inquire about any of the above supports we can offer, please complete the form below.
REFERENCES
Carrasco, K. D., Chuang, C.-C., & Tripp, G. (2022). Shared Predictors of Academic Achievement in Children with ADHD: A Multi-Sample Study. Journal of Attention Disorders, 26(4), 573–586.
Español-Martín Gemma, Pagerols Mireia, Prat Raquel, Rivas Cristina, Ramos-Quiroga Josep Antoni, Casas Miquel, Bosch Rosa (2023) 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, 14.
Dou, A., Oram, R., Rogers, M., & DuPaul, G. (2022). The effects of ADHD symptomatology and academic enabling behaviours on undergraduate academic achievement. Psychology in the Schools, 59(3), 574-588.
Irene M. Loe, Heidi M. Feldman, Academic and Educational Outcomes of Children With ADHD, Journal of Pediatric Psychology, Volume 32, Issue 6, July 2007, Pages 643–654,
Kent KM, Pelham WE, Molina BSG, Sibley MH, Waschbusch DA, Yu J, et al. The academic experience of male high school students with ADHD. J Abnorm Child Psychol. 2011;39(3):451–62.
Langberg JM, Molina BS, Arnold LE, Epstein JN, Altaye M, Hinshaw SP, Swanson JM, Wigal T, Hechtman L. Patterns and predictors of adolescent academic achievement and performance in a sample of children with attention-deficit/hyperactivity disorder. J Clin Child Adolesc Psychol. 2011;40(4):519-31. doi: 10.1080/15374416.2011.581620. PMID: 21722025; PMCID: PMC3132152.
Loe IM, Feldman HM. Academic and educational outcomes of children with ADHD. J Pediatr Psychol. 2007 Jul;32(6):643-54. doi: 10.1093/jpepsy/jsl054. Epub 2007 Jun 14. PMID: 17569716.
Zendarski, N., Guo, S., Sciberras, E., Efron, D., Quach, J., Winter, L., Bisset, M., Middeldorp, C. M., & Coghill, D. (2022). Examining the Educational Gap for Children with ADHD and Subthreshold ADHD. Journal of Attention Disorders, 26(2), 282–295. https://doi.org/10.1177/1087054720972790
Zendarski, N., Sciberras, E., Mensah, F. et al. A longitudinal study of risk and protective factors associated with successful transition to secondary school in youth with ADHD: prospective cohort study protocol. BMC Pediatr 16, 20 (2016).