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

Lower academic achievement is common amongst neurodivergent populations. Yet, research is inconclusive about the exact predictors of academic achievement in children and young people (CYP) with Attention deficit hyperactivity disorder (ADHD) and CYP with ADHD traits. We conducted a systematic review to identify what predictors explain the relationship 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) measuring academic achievement outcomes. A narrative approach was used to synthesize the results. Predictors at person and context level, such as inattention, executive functions and parental involvement in education, foresaw CYP with ADHD’s academic achievement. Limited research explored other context-level predictors, including study environment or support from parents and teachers. Future research should move beyond the person-level predictors and explore how the environments we create such as our classrooms, expectations, and routines can amplify or buffer the academic outcomes of CYP with ADHD.