Kapil Sayal|Elizabeth Washbrook|Carol Propper
Childhood Behavior Problems and Academic Outcomes in Adolescence: Longitudinal Population-Based Study
Institute of Mental Health|University of Nottingham|University of Bristol|University of Bristol
h3objectiveh3 investigate impact increasing levels inattention hyperactivityimpulsivity oppositionaldefiant behaviors age 7 years academic achievement age 16 years h3methodh3 populationbased sample 7yearold children england information obtained inattention hyperactivityimpulsivity oppositionaldefiant behaviors using parent teacher ratings presence attentiondeficithyperactivity disorder adhd disruptive behavior disorders dbds adjusting confounder variables associations academic achievement national general certificate secondary education gcse examinations using scores minimum expected schoolleaving qualification level 5 good gcses age 16 years investigated n 11640 h3resultsh3 adjusted analyses linear association 1point increase inattention symptoms worse outcomes 2 3point reduction gcse scores 6 7 1012 teacher ratings increased likelihood achieving 5 good gcses adhd associated 27 32point reduction gcse scores boys 2fold increased likelihood achieving 5 good gcses boys oppositionaldefiant behaviors also independently associated worse outcomes dbds associated 19point reduction gcse scores 183increased likelihood achieving 5 good gcses h3conclusionh3 across full range scores population level 1point increase inattention age 7 years associated worse academic outcomes age 16 findings highlight longterm academic risk associated adhd particularly inattentive symptoms adjusting inattention adhd respectively oppositionaldefiant behaviors dbds also independently associated worse academic outcomes