biostudies-literatureDuPaul GJNCATS NIH HHSUniversity of Utah College of NursingNIMH NIH HHSNational Institute of Mental Health828-843https://www.ebi.ac.uk/biostudies/studies/S-EPMC8797030biostudies-literatureUnknown50(6)<b>Objective</b>: Completing a college degree is associated with success in employment, financial earnings, and life satisfaction. Mental health difficulties, including attention-deficit/hyperactivity disorder (ADHD), can compromise degree completion.<b>Method</b>: We examined 4-year academic performance trajectories of 201 college students with ADHD (97 receiving medication [ADHD-Med], 104 not receiving medication [ADHD-NoMed]) relative to 205 non-ADHD Comparison students. Demographic (e.g., sex, race/ethnicity), psychological (e.g., self-reported depression and anxiety symptoms), and service-related (e.g., receipt of academic support) variables were included as predictors of intercept (i.e., Year 1 performance) and slope (yearly change) of semester GPA, progress toward graduation, and seJournal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53Academic Trajectories of College Students with and without ADHD: Predictors of Four-Year Outcomes.PMC87970308UL1TR000105R01 MH094435UL1 TR000105Weyandt LLFranklin MKBusch CZPostler KBGormley MJAnastopoulos ADDuPaul GJLabban JSass AJfalseAcademic Trajectories of College Students with and without ADHD: Predictors of Four-Year Outcomes.<b>Objective</b>: Completing a college degree is associated with success in employment, financial earnings, and life satisfaction. Mental health difficulties, including attention-deficit/hyperactivity disorder (ADHD), can compromise degree completion.<b>Method</b>: We examined 4-year academic performance trajectories of 201 college students with ADHD (97 receiving medication [ADHD-Med], 104 not receiving medication [ADHD-NoMed]) relative to 205 non-ADHD Comparison students. Demographic (e.g., sex, race/ethnicity), psychological (e.g., self-reported depression and anxiety symptoms), and service-related (e.g., receipt of academic support) variables were included as predictors of intercept (i.e., Year 1 performance) and slope (yearly change) of semester GPA, progress toward graduation, and se2021-01-01T00:00:00Z2021 Nov-Dec2026-06-05T06:43:17.132Z2025-04-19T04:20:47.268ZS-EPMC87970303352904910.1080/15374416.2020.1867990