ADHD-symptoms and transition to middle school: the effects of academic and social adjustment

ABSTRACT

This longitudinal study examined the cross-lagged relationships of ADHD symptoms, school adjustment and academic performance during the transition from primary to middle school (Grades 6–7) in a Finnish community sample (N = 311). We found that the mechanisms were different for boys and girls: for boys (N = 149) the effect ADHD symptoms had on academic performance mediated via maladaptive achievement strategies, but for girls (N = 162) the effects on lowering Grade 7 academic performance were direct. In addition, ADHD symptoms were associated with SES and pedagogical support only among boys.

KEYWORDS:

• ADHD
• school transition
• maladaptive achievement strategies
• social adjustment
• support
• academic performance

Acknowledgments

This work was supported by a personal PhD-grant by the Finnish Cultural Foundation, Grant number 05162102.

The data was gathered in a project funded by the Finnish National Board of Education (FNBE), grant code 219/509/2009, 146/509/2010.

Disclosure statement

No potential conflict of interest was reported by the author(s).