ArticleBMJ paediatrics open2025
School participation, supports and barriers of children with and without attention deficit hyperactivity disorder.
Article in BMJ paediatrics open, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Parent-child interaction patterns and adolescent functioning in Saudi families managing ADHD: A cross-sectional study.Journal of Taibah University Medical Sciences · 2026Article
- Turkish Adaptation of the School Participation Questionnaire (T-SPQ) and Investigation of Validity, Reliability and Clinical Compatibility in Children With Attention-Deficit/Hyperactivity Disorder.Child: care, health and development · 2026Article
- Moving Toward Participation-Focused Goals for Students With Disabilities: Outcomes of a Knowledge Translation Program for School-Based Therapists.Child: care, health and development · 2026Article
- Relationship Between Visual Perception and Participation Performance in Children with Autism Spectrum Disorder Aged 4-6 Years: A Cross-Sectional Study.Rambam Maimonides medical journal · 2026Article
- Discovering the inner voice: self-awareness among secondary school learners in Limpopo province.Frontiers in psychology · 2026Article
- School participation of students with disabilities in Spain: profile, supports and barriers.Frontiers in psychiatry · 2026Article
- Perspectives on Physical Activity and Learning from Children With and Without ADHD.Sports (Basel, Switzerland) · 2025Article
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesTo investigate the differences in participation patterns, environmental barriers and supports across specific activities typically done at school between children with attention deficit hyperactivity disorder (ADHD) and without ADHD.
designProspective cross-sectional study.
settingThe children and adolescents with ADHD were selected from those routinely referred to the Health Sciences University Research and Training Hospital's child and adolescent psychiatry department, which is a reference centre for the region.
participantsA total of 365 children (n PRIMARY OUTCOME MEASURES: Participation and Environment Measure for Children and Youth was used to evaluate children.
resultsThe mean frequency of participation in five different school activities was significantly lower in children with ADHD than in children without ADHD, with moderate to large effect sizes. Children with ADHD were less likely to be involved in any activity type than children without ADHD, with moderate to large effect sizes. The characteristics of the school environment typically made it more challenging for children with ADHD to participate than for children without ADHD, with moderate effect sizes.
conclusionsChildren with ADHD have challenges in classroom activities and with socialising with peers outside class, cognitive demands, sensorial qualities and safety. Relationships with friends, cultural acceptance and support could improve the school participation of children with ADHD.
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