The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms

Abstract

Background: Previous research results suggest that ADHD symptoms explain the relationship between specific learning disability and externalising psychopathology and between math disability and anxiety, but not between reading disability and anxiety. For depression, previous results are mixed.

Aims: The current study aims to clarify this role of ADHD symptoms in the relationship between various areas of academic achievement (reading, writing, and math skills) and psychopathological symptoms (anxiety, depression, and conduct disorder).

Methods and procedures: We used linear regressions based on data from a general population sample (N = 3014) collected using online assessment of 3^rd and 4^th grade students in Germany, which included measures of academic achievement and parent-reported psychopathological symptoms.

Outcomes and results: ADHD symptoms completely account for the relationship between reading/writing achievement and anxiety and between writing/math achievement and conduct problems. The negative relationship between academic achievement and depression was strongest for children with average or high ADHD symptom scores.

Conclusions and implications: ADHD symptoms play an important role in explaining the relationship between academic achievement and psychopathological symptoms in elementary school children. The nature and size of this role depend on the exact constructs under study. We discuss implications for the support of children with learning problems, ADHD, and/or psychopathological problems.

Keywords: ADHD; Academic achievement; Anxiety; Conduct problems; Depression.