Impact of Attention-Deficit Hyperactivity Disorder on School Performance: What are the Effects of Medication?
Abstract
Attention-deficit hyperactivity disorder (ADHD) affects an estimated 5-7 % of schoolchildren worldwide. School functioning and academic achievement are frequently impaired by ADHD and represent one of the main reasons children start ADHD medication. Multiple potential causal pathways exist between ADHD and impaired school performance. In this review, we decompose school performance into three components and assess the impact of ADHD and its treatments on academic performance (assessed by grade point average [GPA], time on-task, percentage of work completed as well as percent completed correctly), academic skills (as measured by achievement tests and cognitive measures), and academic enablers (such as study skills, motivation, engagement, classroom behavior and interpersonal skills). Most studies examined only the short-term effects of medication on school performance. In these, ADHD medications have been observed to improve some aspects of school performance, with the largest impact on measures of academic performance such as seatwork productivity and on-task performance. In a subset of children, these benefits may translate into detectable improvements in GPA and achievement testing. However, limited data exists to support whether these changes are sustained over years. Optimizing medication effects requires periodic reassessment of school performance, necessitating a collaborative effort involving patients, parents, school staff and prescribers. Even with systematic reasses…
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The evidence that stimulant medication improves academic achievement is limited.
“However, the evidence that stimulant medication improves academic achievement is limited (Arnold et al., 2020; Barkley & Cunningham, 1978; Baweja et al., 2015; Langberg & Becker, 2012; Loe & Feldman, 2007; Swanson et al., 1991).”
From The effect of stimulant medication on the learning of academic curricula in children with ADHD: A randomized crossover study. (2022) · cites this paper as Baweja et al., 2015
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Attention-deficit/hyperactivity disorder, school performance, and effect of medication
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“However, the evidence that stimulant medication improves academic achievement is limited (Arnold et al., 2020; Barkley & Cunningham, 1978; Baweja et al., 2015; Langberg & Becker, 2012; Loe & Feldman, 2007; Swanson et al., 1991).”
BackgroundSelf-citation
- Authors
- Baweja, R., Mattison, R. E., & Waxmonsky, J. G.
- Affiliations
- Pennsylvania State University (US)
- Corresponding author
- Baweja, Raman
- Venue
- Pediatric Drugs
- Published
- 2015-08-11
- Volume
- 17
- Issue
- 6
- Pages
- 459-477
- ISSN
- 1174-5878 (ISSN-L)
- 1179-2019
- OpenAlex
- W1128065552
- Cited by
- 61
- References
- 27
- Citations by year
- 2026: 3 · 2025: 5 · 2024: 5 · 2023: 3 · 2022: 9 · 2021: 13 · 2020: 7 · 2019: 4 · 2018: 5 · 2017: 4 · 2016: 3
- FWCI
- 0.55
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Pediatric Drugs (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- attention deficit hyperactivity disorder, academic performance, ADHD medication, grade point average, academic skills, study skills, motivation, classroom behavior, school-based services, behavioral interventions
- MeSH terms
- Attention Deficit Disorder with Hyperactivity, Behavior Therapy, Central Nervous System Agents, Educational Measurement, Educational Status, Humans, Schools, Students, Randomized Controlled Trials as Topic, Treatment Outcome
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