How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study.

ABSTRACT:

Background

Children with ADHD tend to achieve less than their peers in school. It is unknown whether schools moderate this association. Nonrandom selection of children into schools related to variations in their ADHD risk poses a methodological problem.

Methods

We linked data on ADHD symptoms of inattention and hyperactivity and parent-child ADHD polygenic scores (PGS) from the Norwegian Mother, Father, and Child Cohort Study (MoBa) to achievement in standardised tests and school identifiers. We estimated interactions of schools with individual differences between students in inattention, hyperactivity, and ADHD-PGS using multilevel models with random slopes for ADHD effects on achievement over schools. In our PGS analyses, we adjust for parental selection of schools by adju

SUBMITTER: Cheesman R 

PROVIDER: S-EPMC9796390 | biostudies-literature | 2022 Oct

REPOSITORIES: biostudies-literature