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Cited by 406Attention Deficit Hyperactivity DisorderDisability Education and EmploymentAutism Spectrum Disorder Research

Young Adult Educational and Vocational Outcomes of Children Diagnosed with ADHD

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Kuriyan, Aparajita B., Pelham, William E., Molina, Brooke S. G., Waschbusch, Daniel A., Gnagy, Elizabeth M., Sibley, Margaret H., Babinski, Dara E., Walther, Christine +3 more·2013·Journal of Abnormal Child Psychology
DOI 10.1007/s10802-012-9658-zPMC PMC3505256
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Abstract

Decreased success at work and educational attainment by adulthood are of concern for children with ADHD given their widely documented academic difficulties; however there are few studies that have examined this empirically and even fewer that have studied predictors and individual variability of these outcomes. The current study compares young adults with and without a childhood diagnosis of ADHD on educational and occupational outcomes and the predictors of these outcomes. Participants were from the Pittsburgh ADHD Longitudinal Study (PALS), a prospective study with yearly data collection. Significant group differences were found for nearly all variables such that educational and occupational attainment was lower for adults with compared to adults without histories of childhood ADHD. Despite the mean difference, educational functioning was wide-ranging. High school academic achievement significantly predicted enrollment in post-high school education and academic and disciplinary problems mediated the relationship between childhood ADHD and post-high school education. Interestingly, ADHD diagnosis and disciplinary problems negatively predicted occupational status while enrollment in post-high school education was a positive predictor. Job loss was positively predicted by a higher rate of academic problems and diagnosis of ADHD. This study supports the need for interventions that target the child and adolescent predictors of later educational and occupational outcomes in addition to continuing treatment of ADHD in young adulthood targeting developmentally appropriate milestones, such as completing post-high school education and gaining and maintaining stable employment.

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  • Academic functioning was selected as the predictive validity outcome because of its centrality in children's lives, its association with social and occupational functioning, and its strong theoretical and empirical links with executive functioning.

    “Academic functioning was selected as the predictive validity outcome given its centrality in children’s lives, association with social and occupational functioning both cross-sectionally and longitudinally (Kuriyan et al., 2013; Walker, & Nabuzoka, 2007; Wentzel, 1991), and strong theoretical and empirical links with executive functioning (e.g., Ahmed et al., 2018; Samuels et al., 2016 ).”

    From Executive functioning rating scales: Ecologically valid or construct invalid? (2020) · cites this paper as Kuriyan et al., 2013

    The Results section (‘Predictors of Occupational Outcomes’; page unavailable) reports that lifetime academic problems predicted later job loss in this longitudinal ADHD study, supporting an association with occupational functioning. The cited paper does not establish an association between academic and social functioning or a cross-sectional association. The executive-functioning point is attributed to other citations in the sentence. (LLM, conf=0.86)

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  • A carry-forward of positive academic experiences in terms of student self-esteem, hopefulness and preparedness for the workplace is one of the many impactful outputs of accessible and compassionate pedagogic practice.

    “Before concluding, it is worth considering one of the many impactful outputs of accessible and compassionate pedagogic practice; that is, a carry-forward of positive academic experiences in terms of student self-esteem, hopefulness and preparedness for the workplace (Kuriyan et al., 2013; Cheriyan et al., 2021).”

    From Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis (2023) · cites this paper as Kuriyan et al., 2013

    The Discussion section on predicting post-high-school outcomes reports that school academic functioning predicted later education and that academic problems predicted job loss. The Conclusions and Future Directions section calls for continued accommodations and support for young adults with ADHD. The paper does not establish that accessible, compassionate teaching produces lasting gains in self-esteem, hopefulness, or workplace preparedness. (LLM, conf=0.84)

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  • College students with ADHD show lower levels of academic achievement than their non-ADHD counterparts.

    “Lower levels of academic achievement have been previously shown in college students with ADHD compared to their non-ADHD counterparts52, leading to increased dropout and lower occupational status53.”

    From Exploring the impact of probiotics on adult ADHD management through a double-blind RCT (2024) · cites this paper as [53]

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Authors
Kuriyan, A. B., Pelham, W. E., Molina, B. S. G., Waschbusch, D. A., Gnagy, E. M., Sibley, M. H., Babinski, D. E., Walther, C., Cheong, J., Yu, J., & Kent, K. M.
Affiliations
  • Florida International University (US)
  • University of Pittsburgh Medical Center (US)
  • University at Buffalo, State University of New York (US)
Corresponding author
Kuriyan, Aparajita B.
ORCID
Venue
Journal of Abnormal Child Psychology
Publisher
Springer Science and Business Media LLC
Published
2012-07-03
Volume
41
Issue
1
Pages
27-41
ISSN
  • 0091-0627 (ISSN-L)
  • 1573-2835
DOI
10.1007/s10802-012-9658-z
PMC
PMC3505256
OpenAlex
W2154151303
Cited by
406
References
54
Citations by year
2026: 25 · 2025: 42 · 2024: 34 · 2023: 34 · 2022: 32 · 2021: 42 · 2020: 40 · 2019: 24 · 2018: 18 · 2017: 31 · 2016: 36 · 2015: 15 · 2014: 20 · 2013: 11 · 2012: 2
FWCI
10.97
Type
journal article
Language
en
Open access
Licence
www.springer.com/tdm (tdm)
Locations
  • Research on Child and Adolescent Psychopathology (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
  • National Institutes of Health (n01mh12010-0-0-1)
  • Institute of Education Sciences
  • U.S. Public Health Service (12414, 11873)
  • National Institute on Alcohol Abuse and Alcoholism (K21AA000202, R01AA011873, AA 08746, AA12342, R01AA012342, P50AA008746, R37AA011873, AA0626, R01AA000626)
  • National Institute of Mental Health (R29MH047390, R01MH045576, U01MH050467, MH069614, MH4815, N01 MH012010, R01MH053554, R01MH069614, MH-53554)
  • National Institute on Drug Abuse (DA05605, DA-8-5553, F31DA017546, P50DA005605, R01DA012414)
  • National Institute of Environmental Health Sciences (ES0515-08)
Topics
  • Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
  • Social Sciences › Safety Research › Disability Education and Employment
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
Keywords
attention deficit hyperactivity disorder, young adults, educational attainment, occupational outcomes, academic performance, discipline problems, job loss, job stability, prognostic factors, interindividual variability
MeSH terms
Achievement, Adolescent, Attention Deficit Disorder with Hyperactivity, Child, Educational Status, Employment, Female, Forecasting, Humans, Longitudinal Studies, Male, Vocational Guidance, Case-Control Studies, Young Adult

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