Academic difficulties are one of the most important adverse consequences of ADHD, and they frequently contribute to parents’ decision to seek treatment for their child. Whether treatment consistently yields a positive impact on long-term academic success is thus an important issue; however, the answer to this question has been somewhat controversial.
A study published recently in the Journal of Attention Disorders, Long-term outcomes of ADHD: Academic achievement and academic performance, represents the most comprehensive effort to date to identify and synthesize research related to this important question.
The authors began by identifying all studies published between 1980 and 2012 that reported long-term academic outcomes for youth with ADHD; this was defined as at least 2 years beyond an initial baseline assessment. All studies included a comparison group — either a normative comparison sample or youth with ADHD who were not treated — or a comparison measure, e.g., a pre-treatment baseline measure of academic achievement to which subsequent achievement could be compared. [Read more…] about Does ADHD treatment enable long-term academic success? (Yes, especially when pharmacological and non-pharma treatments are combined)