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oai:figshare.com:article/33915568 2026-10-01T17:52:16Z portal_1197 item_type_6 month_year_10_2026

Predictors of academic achievement in children and young people with attention deficit hyperactivity disorder : a systematic review Dixiao Zhang (25066351) Dimitra Hartas (25028521) Vassilis Sideropoulos (25033429) Olympia Palikara (25032034) Children with attention-deficit hyperactivity disorder Attention-deficit hyperactivity disorder in adolescence Attention-deficit hyperactivity disorder Academic achievement Educational attainment Child development Migrated from ePrints Lower academic achievement is common among neurodivergent children. Yet, research is inconclusive about the exact predictors of academic achievement in children and young people (CYP) with attention deficit hyperactivity disorder (ADHD) and CYP with ADHD traits. We conducted a systematic review to identify what predictors explain the relationship between ADHD and academic achievement. Following PRISMA guidelines, 1362 items were identified through searches, and 100 studies were included in our review as they met our inclusion criteria: (a) CYP with ADHD or with ADHD traits; (b) focus on predictors; (c) longitudinal or cross-sectional design; and d) measuring academic achievement outcomes. A narrative approach was used to synthesize the findings. Predictors at the person and context level, such as inattention, executive functions and parental involvement in education, foresaw CYP with ADHD's academic achievement. Limited research explored other context-level predictors, including study environment or support from parents and teachers. Future research should move beyond person-level predictors and explore how the environments we create such as our classrooms, support patterns , and routines can amplify or buffer the academic outcomes of CYP with ADHD. Lay abstract Attention deficit hyperactivity disorder (ADHD) is a common form of neurodiversity, yet we still know relatively little about what helps or hinders school success for children and young people with ADHD. Most existing research focuses on individual factors – like difficulties with attention, executive functioning, or behaviour – to explain why academic outcomes vary in children and young people (CYP) with ADHD. Much less is known about the wider environment, such as the support children receive from their families, teachers, and schools. Our review highlights the need for future research to adopt a more holistic and neuro-affirmative approach that considers both personal and contextual influences to explain academic challenges in CYP with ADHD. Interventions are required to address multiple aspects of their lives and provide support that truly works for CYP with ADHD. 2026-01-01T00:00:00Z Text Journal contribution 10.1177/27546330261462279 https://figshare.com/articles/journal_contribution/Predictors_of_academic_achievement_in_children_and_young_people_with_attention_deficit_hyperactivity_disorder_a_systematic_review/33915568 CC BY 4.0