Positive Association Between Attention-Deficit/ Hyperactivity Disorder Medication Use and Academic Achievement During Elementary School
Abstract
Objective Approximately 4.4 million (7.8%) children in the United States have been diagnosed with attention-deficit/hyperactivity disorder, and 56% of affected children take prescription medications to treat the disorder. Attention-deficit/hyperactivity disorder is strongly linked with low academic achievement, but the association between medication use and academic achievement in school settings is largely unknown. Our objective was to determine if reported medication use for attention-deficit/hyperactivity disorder is positively associated with academic achievement during elementary school. Method To estimate the association between reported medication use and standardized mathematics and reading achievement scores for a US sample of 594 children with attention-deficit/hyperactivity disorder, we used 5 survey waves between kindergarten and fifth grade from the nationally representative Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999 to estimate a first-differenced regression model, which controlled for time-invariant confounding variables. Results Medicated children had a mean mathematics score that was 2.9 points higher than the mean score of unmedicated peers with attention-deficit/hyperactivity disorder. Children who were medicated for a longer duration (at >2 waves) had a mean reading score that was 5.4 points higher than the mean score of unmedicated peers with attention-deficit/hyperactivity disorder. The medication-reading association was lower fo…
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They also have lower educational achievement than those without ADHD.
“They also have lower educational achievement than those without ADHD73,74 and increased rates of incarceration.75–77”
From Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents (2019) · cites this paper as [74]
Uncontrolled longitudinal studies of stimulant use and standardized tests of academic achievement have yielded mixed findings, with some positive associations and others no association.
“Several uncontrolled, longitudinal studies have examined the association of stimulant use with standardized tests of academic achievement, with some finding a positive association (Langberg et al., 2011; Powers et al., 2008; Scheffler et al., 2009) and others finding no association (Barbaresi et al., 2007; Barnard et al., 2010; Massetti et al., 2008).”
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 Scheffler et al., 2009
Higher test scores observed in uncontrolled longitudinal studies during time frames when children were taking stimulant medication might simply reflect acute effects visible at pre-test, before any learning has occurred.
“For example, uncontrolled longitudinal studies have shown that children obtain higher test scores in time frames during which they were taking stimulant medication (e.g., Scheffler et al., 2009), but the higher scores might simply reflect acute effects that would be visible at pre-test, before any learning has occurred (as in this study).”
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 Scheffler et al., 2009
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“…the association of stimulant use with standardized tests of academic achievement, with some finding a positive association (Langberg et al., 2011; Powers et al., 2008; Scheffler et al., 2009) and others finding no association (Barbaresi et al., 2007; Barnard et al., 2010; Massetti et al., 2008).”
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Reflections on Neuroenhancement
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Attention‐Deficit Hyperactivity Disorder
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- Authors
- Scheffler, R. M., Brown, T. T., Fulton, B. D., Hinshaw, S. P., Levine, P., & Stone, S.
- Affiliations
- University of California, Berkeley (US)
- School of Public Health, Nicholas C. Petris Center on Health Care Markets and Consumer Welfare
- Department of Psychology
- Kaiser Permanente Walnut Creek Medical Center (US)
- Venue
- Pediatrics
- Publisher
- American Academy of Pediatrics (AAP)
- Published
- 2009-05-01
- Volume
- 123
- Issue
- 5
- Pages
- 1273-1279
- ISSN
- 0031-4005 (ISSN-L)
- 1098-4275
- OpenAlex
- W2115728178
- Cited by
- 160
- References
- 43
- Citations by year
- 2025: 7 · 2023: 2 · 2022: 5 · 2021: 7 · 2020: 4 · 2019: 9 · 2018: 8 · 2017: 7 · 2016: 13 · 2015: 13 · 2014: 10 · 2013: 12 · 2012: 17
- FWCI
- 12.99
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- PEDIATRICS (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institutes of Health
- National Institute of Mental Health (R01MH067084)
- 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, ADHD medication, academic performance, mathematics achievement, reading achievement, elementary school students, duration of drug use, individualized education program, academic accommodations, standardized test scores, achievement gap
- MeSH terms
- Attention Deficit Disorder with Hyperactivity, Child, Educational Status, Female, Humans, Male, Mathematics, Reading, Regression Analysis, Task Performance and Analysis
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