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Childhood and adolescent hyperactivity-inattention symptoms and academic achievement 8 years later: the GAZEL Youth study

Published online by Cambridge University Press:  01 April 2009

C. Galéra ,
M. Melchior ,
J.-F. Chastang ,
M.-P. Bouvard  and
E. Fombonne
C. Galéra*
Affiliation:
Child Psychiatry Department, Charles Perrens Hospital, University Victor Segalen Bordeaux 2, Bordeaux, France INSERM, U897, Equipe Avenir Prévention et prise en charge des traumatismes, Centre de Recherche Epidémiologie et Biostatistique, Bordeaux, France
M. Melchior
Affiliation:
INSERM, U687; Université Paris XI, IFR69, Villejuif, France
J.-F. Chastang
Affiliation:
INSERM, U687; Université Paris XI, IFR69, Villejuif, France
M.-P. Bouvard
Affiliation:
Child Psychiatry Department, Charles Perrens Hospital, University Victor Segalen Bordeaux 2, Bordeaux, France
E. Fombonne
Affiliation:
McGill University, Montreal Children's Hospital, Child Psychiatry, Montreal, Canada
*
*Address for correspondence: Dr C. Galéra, Pôle de pédopsychiatrie universitaire, Centre Hospitalier Charles-Perrens, 121 rue de la Béchade, 33076Bordeaux, France. (Email: cedric.galera@u-bordeaux2.fr)
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Abstract

Background

Children with attention deficit/hyperactivity disorder (ADHD) are at risk of negative academic outcomes. However, relatively few studies in this area have been based on long-term longitudinal designs and community-based settings. This study examined the link between childhood hyperactivity-inattention symptoms (HI-s) and subsequent academic achievement in a community setting, controlling for other behavioural symptoms, socio-economic status (SES) and environmental factors at baseline.

Method

The sample consisted of 1264 subjects (aged 12 to 26 years at follow-up) recruited from the longitudinal GAZEL Youth study. Psychopathology, environmental variables and academic outcomes were measured through self-reports. Multivariate modelling was performed to evaluate the effects of childhood HI-s and other risk factors on academic achievement 8 years later.

Results

HI-s independently predicted grade retention [adjusted odds ratio (OR) 3.58, 95% confidence interval (CI) 2.38–5.39], failure to graduate from secondary school (adjusted OR 2.41, 95% CI 1.43–4.05), obtaining a lower-level diploma (adjusted OR 3.00, 95% CI 1.84–4.89), and lower academic performance. These results remained significant even after accounting for school difficulties at baseline. Negative academic outcomes were also significantly associated with childhood symptoms of conduct disorder (CD), even after accounting for adjustment variables.

Conclusions

This longitudinal survey replicates, in a general population-based setting, the finding of a link between HI-s and negative academic outcomes.

Keywords

Academic achievementadolescence and young adulthoodattention deficit hyperactivity disorderchildhoodepidemiologylongitudinal cohort
Type
Original Articles
Information
Psychological Medicine , Volume 39 , Issue 11 , November 2009 , pp. 1895 - 1906
Copyright
Copyright © Cambridge University Press 2009

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