ArticleJournal of child psychology and psychiatry, and allied disciplines2022
How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study.
Article in Journal of child psychology and psychiatry, and allied disciplines, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers.
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Who cites it
15 citing papers in PubMed, 32 citations in OpenAlex.
- Student-teacher relationships as a mediator of children's education-linked genetics: results from the Norwegian Mother, Father and Child Cohort Study.Journal of child psychology and psychiatry, and allied disciplines · 2026Article
- Children's psychological traits and educational performance: How schools and residential areas moderate how individual traits translate into academic outcomes.JCPP advances · 2026Article
- A comprehensive overview of the biological foundations of ADHD.Bioscience reports · 2026Review
- Does the family situation impact academic achievement differently in students with versus without neurodevelopmental disorders?The British journal of educational psychology · 2026Article
- Associations between genetic predisposition to mental health problems and academic achievement: a developmental perspective using two population-based cohorts.Journal of child psychology and psychiatry, and allied disciplines · 2026Article
- The genetic lottery goes to school: Better schools compensate for the effects of students' genetic differences.Proceedings of the National Academy of Sciences of the United States of America · 2025Article
- Examining the association of neighborhood conditions on attention-deficit/hyperactivity disorder symptoms in autistic youth using the child opportunity index 2.0.JCPP advances · 2025Article
- What dimensions of school climate promote adaptive functioning in adolescents with ADHD? A prospective longitudinal study.Research in developmental disabilities · 2025Article
- Interaction of family SES with children's genetic propensity for cognitive and noncognitive skills: No evidence of the Scarr-Rowe hypothesis for educational outcomes.Research in social stratification and mobility · 2024Article
- Socioeconomic differences in the long-term effects of teacher absence on student outcomes.European societies · 2024Article
- Worldwide Well-Being: Simulated Twins Reveal Genetic and (Hidden) Environmental Influences.Perspectives on psychological science : a journal of the Association for Psychological Science · 2023Article
- Why we need families in genomic research on developmental psychopathology.JCPP advances · 2023Article
- Network Analysis of ADHD Symptoms and Cognitive Profiles in Children.Neuropsychiatric disease and treatment · 2023Article
- A population-wide gene-environment interaction study on how genes, schools, and residential areas shape achievement.NPJ science of learning · 2022Article
- Commentary: Will genomics revolutionise research on gene-environment interplay?Journal of child psychology and psychiatry, and allied disciplines · 2022Article
Corrections and comments
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Authors and funding
9 authors at 4 institutions in 2 countries.
Funding
Abstract
backgroundChildren with ADHD tend to achieve less than their peers in school. It is unknown whether schools moderate this association. Nonrandom selection of children into schools related to variations in their ADHD risk poses a methodological problem.
methodsWe linked data on ADHD symptoms of inattention and hyperactivity and parent-child ADHD polygenic scores (PGS) from the Norwegian Mother, Father, and Child Cohort Study (MoBa) to achievement in standardised tests and school identifiers. We estimated interactions of schools with individual differences between students in inattention, hyperactivity, and ADHD-PGS using multilevel models with random slopes for ADHD effects on achievement over schools. In our PGS analyses, we adjust for parental selection of schools by adjusting for parental ADHD-PGS (a within-family PGS design). We then tested whether five school sociodemographic measures explained any interactions.
resultsAnalysis of up to 23,598 students attending 2,579 schools revealed interactions between school and ADHD effects on achievement. The variability between schools in the effects of inattention, hyperactivity and within-family ADHD-PGS on achievement was 0.08, 0.07 and 0.05 SDs, respectively. For example, the average effect of inattention on achievement was β = -0.23 (SE = 0.009), but in 2.5% of schools with the weakest effects, the value was -0.07 or less. ADHD has a weaker effect on achievement in higher-performing schools. Schools make more of a difference to the achievements of students with higher levels of ADHD, explaining over four times as much variance in achievement for those with high versus average inattention symptoms. School sociodemographic measures could not explain the ADHD-by-school interactions.
conclusionsAlthough ADHD symptoms and genetic risk tend to hinder achievement, schools where their effects are weaker do exist. Differences between schools in support for children with ADHD should be evened out.
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