Childhood and adolescent hyperactivity-inattention symptoms and academic achievement 8 years later

The GAZEL Youth study

C. Galéra, M. Melchior, J. F. Chastang, M. P. Bouvard, Eric Fombonne

Research output: Contribution to journalArticle

63 Citations (Scopus)

Abstract

Background Children with attention deficit/hyperactivity disorder (ADHD) are at risk of negative academic outcomes. However, relatively few studies in this area have been based on long-term longitudinal designs and community-based settings. This study examined the link between childhood hyperactivity- inattention symptoms (HI-s) and subsequent academic achievement in a community setting, controlling for other behavioural symptoms, socio-economic status (SES) and environmental factors at baseline.Method The sample consisted of 1264 subjects (aged 12 to 26 years at follow-up) recruited from the longitudinal GAZEL Youth study. Psychopathology, environmental variables and academic outcomes were measured through self-reports. Multivariate modelling was performed to evaluate the effects of childhood HI-s and other risk factors on academic achievement 8 years later.Results HI-s independently predicted grade retention [adjusted odds ratio (OR) 3.58, 95% confidence interval (CI) 2.385.39], failure to graduate from secondary school (adjusted OR 2.41, 95% CI 1.434.05), obtaining a lower-level diploma (adjusted OR 3.00, 95% CI 1.844.89), and lower academic performance. These results remained significant even after accounting for school difficulties at baseline. Negative academic outcomes were also significantly associated with childhood symptoms of conduct disorder (CD), even after accounting for adjustment variables.Conclusions This longitudinal survey replicates, in a general population-based setting, the finding of a link between HI-s and negative academic outcomes.

Original languageEnglish (US)
Pages (from-to)1895-1906
Number of pages12
JournalPsychological Medicine
Volume39
Issue number11
DOIs
StatePublished - Nov 2009
Externally publishedYes

Fingerprint

Odds Ratio
Confidence Intervals
Social Adjustment
Conduct Disorder
Behavioral Symptoms
Attention Deficit Disorder with Hyperactivity
Psychopathology
Self Report
Longitudinal Studies
Economics
Population

Keywords

  • Academic achievement
  • Adolescence and young adulthood
  • Attention deficit hyperactivity disorder
  • Childhood
  • Epidemiology
  • Longitudinal cohort

ASJC Scopus subject areas

  • Psychiatry and Mental health
  • Applied Psychology

Cite this

Childhood and adolescent hyperactivity-inattention symptoms and academic achievement 8 years later : The GAZEL Youth study. / Galéra, C.; Melchior, M.; Chastang, J. F.; Bouvard, M. P.; Fombonne, Eric.

In: Psychological Medicine, Vol. 39, No. 11, 11.2009, p. 1895-1906.

Research output: Contribution to journalArticle

Galéra, C. ; Melchior, M. ; Chastang, J. F. ; Bouvard, M. P. ; Fombonne, Eric. / Childhood and adolescent hyperactivity-inattention symptoms and academic achievement 8 years later : The GAZEL Youth study. In: Psychological Medicine. 2009 ; Vol. 39, No. 11. pp. 1895-1906.
@article{ef1e46cc055544af812ad56a7e7045ed,
title = "Childhood and adolescent hyperactivity-inattention symptoms and academic achievement 8 years later: The GAZEL Youth study",
abstract = "Background Children with attention deficit/hyperactivity disorder (ADHD) are at risk of negative academic outcomes. However, relatively few studies in this area have been based on long-term longitudinal designs and community-based settings. This study examined the link between childhood hyperactivity- inattention symptoms (HI-s) and subsequent academic achievement in a community setting, controlling for other behavioural symptoms, socio-economic status (SES) and environmental factors at baseline.Method The sample consisted of 1264 subjects (aged 12 to 26 years at follow-up) recruited from the longitudinal GAZEL Youth study. Psychopathology, environmental variables and academic outcomes were measured through self-reports. Multivariate modelling was performed to evaluate the effects of childhood HI-s and other risk factors on academic achievement 8 years later.Results HI-s independently predicted grade retention [adjusted odds ratio (OR) 3.58, 95{\%} confidence interval (CI) 2.385.39], failure to graduate from secondary school (adjusted OR 2.41, 95{\%} CI 1.434.05), obtaining a lower-level diploma (adjusted OR 3.00, 95{\%} CI 1.844.89), and lower academic performance. These results remained significant even after accounting for school difficulties at baseline. Negative academic outcomes were also significantly associated with childhood symptoms of conduct disorder (CD), even after accounting for adjustment variables.Conclusions This longitudinal survey replicates, in a general population-based setting, the finding of a link between HI-s and negative academic outcomes.",
keywords = "Academic achievement, Adolescence and young adulthood, Attention deficit hyperactivity disorder, Childhood, Epidemiology, Longitudinal cohort",
author = "C. Gal{\'e}ra and M. Melchior and Chastang, {J. F.} and Bouvard, {M. P.} and Eric Fombonne",
year = "2009",
month = "11",
doi = "10.1017/S0033291709005510",
language = "English (US)",
volume = "39",
pages = "1895--1906",
journal = "Psychological Medicine",
issn = "0033-2917",
publisher = "Cambridge University Press",
number = "11",

}

TY - JOUR

T1 - Childhood and adolescent hyperactivity-inattention symptoms and academic achievement 8 years later

T2 - The GAZEL Youth study

AU - Galéra, C.

AU - Melchior, M.

AU - Chastang, J. F.

AU - Bouvard, M. P.

AU - Fombonne, Eric

PY - 2009/11

Y1 - 2009/11

N2 - Background Children with attention deficit/hyperactivity disorder (ADHD) are at risk of negative academic outcomes. However, relatively few studies in this area have been based on long-term longitudinal designs and community-based settings. This study examined the link between childhood hyperactivity- inattention symptoms (HI-s) and subsequent academic achievement in a community setting, controlling for other behavioural symptoms, socio-economic status (SES) and environmental factors at baseline.Method The sample consisted of 1264 subjects (aged 12 to 26 years at follow-up) recruited from the longitudinal GAZEL Youth study. Psychopathology, environmental variables and academic outcomes were measured through self-reports. Multivariate modelling was performed to evaluate the effects of childhood HI-s and other risk factors on academic achievement 8 years later.Results HI-s independently predicted grade retention [adjusted odds ratio (OR) 3.58, 95% confidence interval (CI) 2.385.39], failure to graduate from secondary school (adjusted OR 2.41, 95% CI 1.434.05), obtaining a lower-level diploma (adjusted OR 3.00, 95% CI 1.844.89), and lower academic performance. These results remained significant even after accounting for school difficulties at baseline. Negative academic outcomes were also significantly associated with childhood symptoms of conduct disorder (CD), even after accounting for adjustment variables.Conclusions This longitudinal survey replicates, in a general population-based setting, the finding of a link between HI-s and negative academic outcomes.

AB - Background Children with attention deficit/hyperactivity disorder (ADHD) are at risk of negative academic outcomes. However, relatively few studies in this area have been based on long-term longitudinal designs and community-based settings. This study examined the link between childhood hyperactivity- inattention symptoms (HI-s) and subsequent academic achievement in a community setting, controlling for other behavioural symptoms, socio-economic status (SES) and environmental factors at baseline.Method The sample consisted of 1264 subjects (aged 12 to 26 years at follow-up) recruited from the longitudinal GAZEL Youth study. Psychopathology, environmental variables and academic outcomes were measured through self-reports. Multivariate modelling was performed to evaluate the effects of childhood HI-s and other risk factors on academic achievement 8 years later.Results HI-s independently predicted grade retention [adjusted odds ratio (OR) 3.58, 95% confidence interval (CI) 2.385.39], failure to graduate from secondary school (adjusted OR 2.41, 95% CI 1.434.05), obtaining a lower-level diploma (adjusted OR 3.00, 95% CI 1.844.89), and lower academic performance. These results remained significant even after accounting for school difficulties at baseline. Negative academic outcomes were also significantly associated with childhood symptoms of conduct disorder (CD), even after accounting for adjustment variables.Conclusions This longitudinal survey replicates, in a general population-based setting, the finding of a link between HI-s and negative academic outcomes.

KW - Academic achievement

KW - Adolescence and young adulthood

KW - Attention deficit hyperactivity disorder

KW - Childhood

KW - Epidemiology

KW - Longitudinal cohort

UR - http://www.scopus.com/inward/record.url?scp=70449652566&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=70449652566&partnerID=8YFLogxK

U2 - 10.1017/S0033291709005510

DO - 10.1017/S0033291709005510

M3 - Article

VL - 39

SP - 1895

EP - 1906

JO - Psychological Medicine

JF - Psychological Medicine

SN - 0033-2917

IS - 11

ER -