Evidence map›Paper›PMID 39787777›Full record

ArticleResearch in developmental disabilities2025

What dimensions of school climate promote adaptive functioning in adolescents with ADHD? A prospective longitudinal study.

Elizabeth S M Chan, Cathrin D Green, Melissa R Dvorsky, Amanda H Steinberg, Stephen P Becker, Joshua M Langberg

Abstract read
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In one paragraph

Article in Research in developmental disabilities, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

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3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
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4 · The record

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5 · Who and what money

Authors and funding

6 authors.

Elizabeth S M ChanGraduate School of Applied and Professional Psychology, Rutgers University, Piscataway, NJ, USA. Electronic address: ec1230@gsapp.rutgers.edu.
Cathrin D GreenDivision of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
Melissa R DvorskyDivision of Psychology and Behavioral Health, Children's National Hospital, Washington, DC, USA; Department of Psychiatry & Behavioral Sciences, and Department of Pediatrics, The George Washington University School of Medicine and Health Sciences, Washington, DC, USA.
Amanda H SteinbergDivision of Psychology and Behavioral Health, Children's National Hospital, Washington, DC, USA.
Stephen P BeckerDivision of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA; Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA.
Joshua M LangbergGraduate School of Applied and Professional Psychology, Rutgers University, Piscataway, NJ, USA.

Funding

A Multi-Method Investigation to Distinguish Sluggish Cognitive Tempo from ADHDK23MH108603 · NIMH · CINCINNATI CHILDRENS HOSP MED CTR · PI BECKER, STEPHEN P · 2015 to 2019
$675k
NIMH NIH HHS K23 MH108603
6 · The paper itself

Abstract

backgroundThe study of ADHD has predominantly focused on individual-level risk-factors, and less is known about contextual factors that promote adaptive functioning.

aimsThe present study is the first to evaluate the longitudinal association between five dimensions of school climate (academic expectations, student engagement, disciplinary structure, respect for students, willingness to seek help) and student outcomes, and whether ADHD symptom severity moderates those associations. METHODS AND PROCEDURES: Participants included 274 adolescents (45 % female) who completed assessments in 8th (T1) and 10th (T2) grades.

resultsHierarchical regressions revealed that school climate predicted multiple outcomes over and above ADHD symptom severity, including academic motivation, homework performance, emotion dysregulation, internalizing symptoms, and close friendships. A fair but strict school disciplinary structure and respect for students were the most consistent predictors of study outcomes regardless of ADHD symptom severity. Further, higher levels of disciplinary structure and willingness to seek help attenuated the association between ADHD symptom severity to internalizing symptoms and emotion dysregulation, respectively. CONCLUSIONS AND IMPLICATIONS: Interventions are needed that target school level contextual factors, such as applying fair and consistent discipline and demonstrating respect for students. Structural level school factors may partially mitigate the negative impact of ADHD symptoms.

Indexed as

Adaptation, PsychologicalAttention Deficit Disorder with HyperactivitySchoolsSocial EnvironmentStudentsAdolescentEmotional RegulationFemaleHumansLongitudinal StudiesMaleMotivationProspective StudiesSeverity of Illness IndexAdolescenceAttention-deficit/hyperactivity disorderDevelopmental psychopathologyDisciplinary structureRespect for studentsSchool climate

Identifiers

PMID39787777
PMCPMC11791684

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.