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Young Adult Educational and Vocational Outcomes of Children Diagnosed with ADHD
Open accessAbstract
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 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
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“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
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“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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Metadata
- 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
- Published
- 2012-07-03
- Volume
- 41
- Issue
- 1
- Pages
- 27-41
- ISSN
- 0091-0627 (ISSN-L)
- 1573-2835
- 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
- green
- www.ncbi.nlm.nih.gov
- 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 › Education › 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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