The interplay between ADHD and school shift on educational outcomes in children and adolescents: a cross-sectional and longitudinal analysis.
Many countries implement double-shift schooling systems, offering morning or afternoon shifts. Given attention-deficit/hyperactivity disorder (ADHD) is associated with circadian preference for eveningness, this study hypothesised that young people with ADHD would have worse educational performance t...
| Publicado en: | European Child & Adolescent Psychiatry Vol. 34; no. 11; pp. 3437 - 3449 |
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| Autores principales: | , , , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Nov2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=189593493&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 189593493 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10188827 EJ3 jtl: European Child & Adolescent Psychiatry issn: 10188827 maglogo: N pubinfo: dt: Nov2025 vid: 34 iid: 11 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 189593493 185508208 189593493 189593493 10.1007/s00787-025-02758-x 189593493 ppf: 3437 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: The interplay between ADHD and school shift on educational outcomes in children and adolescents: a cross-sectional and longitudinal analysis. aug: au: Porto, Ighor Miron do Amaral, João Villanova Pacheco, João Pedro Gonçalves Terra, Igor Miguel, Euripedes Constantino Pan, Pedro Mario Gadelha, Ary Rohde, Luis Augusto Salum, Giovanni Abrahão Hoffmann, Maurício Scopel affil: https://ror.org/01b78mz79 Department of Neuropsychiatry, Universidade Federal de Santa Maria (UFSM), Avenida Roraima 1000, building 26, office 1353, 97105-900, Santa Maria, Brazil sug: subj: Attention Deficit Hyperactivity Disorder Physiopathology Academic Performance In Adolescence Circadian Rhythm Human Male Female Child Adolescence Cross Sectional Studies Prospective Studies Mothers Caregivers Self Report Brazil Questionnaires Child Behavior Checklist Checklists Confidence Intervals Time Factors Descriptive Statistics Funding Source Child: 6-12 years Adolescent: 13-18 years Male Female ab: Many countries implement double-shift schooling systems, offering morning or afternoon shifts. Given attention-deficit/hyperactivity disorder (ADHD) is associated with circadian preference for eveningness, this study hypothesised that young people with ADHD would have worse educational performance than those without ADHD, particularly when attending school in the morning shift. Data were drawn from a Brazilian school-based cohort (n = 2,240, 6–14 years old, 45.6% female; 50.2% in the morning shift; 11.2% with ADHD). ADHD was determined by child psychiatrists using semi-structured interview. Educational outcomes were measured cross-sectionally and three years later (80% retention), including standardised performance test of reading and writing (primary outcome), and parent-reported performance in school subjects and negative school events (repetition, suspension, or dropout). Regression models, adjusted for demographic and cognitive factors, tested the hypotheses, with sensitivity analyses using continuous ADHD symptom measures. Attrition was addressed with inverse probability weighting. ADHD and morning shift were associated with lower reading and writing ability and with higher odds for negative school events cross-sectionally. ADHD predicted lower performance in school subjects and higher negative school events longitudinally. Contrary to our hypothesis, interaction was observed only cross-sectionally, indicating that ADHD symptoms were positively associated with the primary outcomes only in the afternoon shift. Morning shift performance remained consistently low regardless of ADHD symptom levels. These findings suggest that while studying in the afternoon shift benefits children with lower attentional problems, the morning shift does not exacerbate educational difficulties for those with ADHD or higher ADHD symptoms. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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