Predictors of Academic Achievement in Children and Young People with ADHD: A Systematic Review

Background: Lower academic achievement is common amongst neurodivergent populations. Yet, little is known about the predictors of academic achievement in children and young people (CYP) with ADHD or CYP with ADHD traits. Methods: We conducted a systematic review to identify predictors that explain the relationships between ADHD and academic achievement. Following PRISMA guidelines, 1363 items were identified through searches and 101 studies were included in our analysis as they met our inclusion criteria: a) CYP with ADHD or with ADHD traits; b) focus on predictors; c) longitudinal or cross-sectional design; d) academic achievement. A narrative approach was used to synthesize the results. Results: Factors at person and context level, such as inattention, executive functions and parental involvement in education, predicted CYP with ADHD’s academic achievement. Limited research explored other context-level predictors, including study environment or support from parents and teachers. Conclusions: Further research is needed, particularly in identifying predictors beyond the person level. A holistic approach is also warranted to improve academic achievement in CYP with ADHD.