期刊
JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY
卷 63, 期 10, 页码 1174-1185出版社
WILEY
DOI: 10.1111/jcpp.13656
关键词
ADHD; gene-environment interaction; school performance; school; genetics
资金
- Research Council of Norway [288083, 300668, 273659, 223273]
- European Research Council project GeoGen [101045526]
- ERC consolidator grant EQOP 'Socioeconomic gaps in language development and school achievement: Mechanisms of inequality and opportunity' [818425]
- Marie Skodowska Curie Action Individual Fellowship from the European Union [894675]
- Research Council of Norway through its Centres of Excellence funding scheme [262700]
- Norwegian Ministry of Health and Care Services
- Ministry of Education and Research
- South East Norway Health Authority
- KG Jebsen Stiftelsen
- ERC AdG project SELECTionPREDISPOSED
- Stiftelsen Kristian Gerhard Jebsen
- Trond Mohn Foundation
- Research Council of Norway
- Novo Nordisk Foundation
- University of Bergen
- Western Norway health Authorities (Helse Vest)
- Shire Pharmaceuticals
- Marie Curie Actions (MSCA) [894675] Funding Source: Marie Curie Actions (MSCA)
- European Research Council (ERC) [101045526] Funding Source: European Research Council (ERC)
This study investigated whether schools moderate the association between ADHD and academic achievement. The results showed that the effects of ADHD on achievement varied between schools, with higher-performing schools having weaker ADHD effects. Schools had a greater impact on the achievement of students with higher levels of ADHD symptoms. School sociodemographic measures did not explain the ADHD-by-school interactions.
Background Children with ADHD tend to achieve less than their peers in school. It is unknown whether schools moderate this association. Nonrandom selection of children into schools related to variations in their ADHD risk poses a methodological problem. Methods We linked data on ADHD symptoms of inattention and hyperactivity and parent-child ADHD polygenic scores (PGS) from the Norwegian Mother, Father, and Child Cohort Study (MoBa) to achievement in standardised tests and school identifiers. We estimated interactions of schools with individual differences between students in inattention, hyperactivity, and ADHD-PGS using multilevel models with random slopes for ADHD effects on achievement over schools. In our PGS analyses, we adjust for parental selection of schools by adjusting for parental ADHD-PGS (a within-family PGS design). We then tested whether five school sociodemographic measures explained any interactions. Results Analysis of up to 23,598 students attending 2,579 schools revealed interactions between school and ADHD effects on achievement. The variability between schools in the effects of inattention, hyperactivity and within-family ADHD-PGS on achievement was 0.08, 0.07 and 0.05 SDs, respectively. For example, the average effect of inattention on achievement was beta = -0.23 (SE = 0.009), but in 2.5% of schools with the weakest effects, the value was -0.07 or less. ADHD has a weaker effect on achievement in higher-performing schools. Schools make more of a difference to the achievements of students with higher levels of ADHD, explaining over four times as much variance in achievement for those with high versus average inattention symptoms. School sociodemographic measures could not explain the ADHD-by-school interactions. Conclusions Although ADHD symptoms and genetic risk tend to hinder achievement, schools where their effects are weaker do exist. Differences between schools in support for children with ADHD should be evened out.
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