Predictors of academic achievement in children and young people with attention deficit hyperactivity disorder : a systematic review

Limited research explored other context-level predictors, including study environment or support from parents and teachers. Future research should move beyond person-level predictors and explore how the environments we create such as our classrooms, support patterns , and routines can amplify or buffer the academic outcomes of CYP with ADHD. Lay abstract Attention deficit hyperactivity disorder (ADHD) is a common form of neurodiversity, yet we still know relatively little about what helps or hinders school success for children and young people with ADHD.

Most existing research focuses on individual factors – like difficulties with attention, executive functioning, or behaviour – to explain why academic outcomes vary in children and young people (CYP) with ADHD. Much less is known about the wider environment, such as the support children receive from their families, teachers, and schools. Our review highlights the need for future research to adopt a more holistic and neuro-affirmative approach that considers both personal and contextual influences to explain academic challenges in CYP with ADHD.

Interventions are required to address multiple aspects of their lives and provide support that truly works for CYP with ADHD.