Research published in the British Journal of Psychiatry has used data from the University of Bristol Avon Longitudinal Study of Parents and Children (ALSPAC) to investigate whether preschool hyperactivity/inattention and conduct problems are independently associated with academic outcomes at age 16.
(Washbrook, Propper& Sayal, 2013) found that:
- Adverse effects were apparent in both boys and girls (n = 11,640).
- For boys, hyperactivity/inattention scores were associated with reductions of 10 GCSE points, and borderline and abnormal conduct problem scores were associated with reductions of 9–10 and 12–15 points respectively.
- For girls, early conduct problems rather than hyperactivity/inattention were important, with reductions of 9 and 12 points for borderline and abnormal scores respectively.
The authors say that there is a strong argument for the early identification of behavioural problems, and that this needs to be linked to appropriate interventions to be effective. They also suggest that teachers should be aware of the long-term implications of early behavioural difficulties, particularly for children they might regard as being at risk, and to take parental concerns about behaviour problems seriously.
Source (Open Access): Washbrook, E., Propper, C. & Sayal, K. (2013). Pre-school hyperactivity/attention problems and educational outcomes in adolescence: prospective longitudinal study. British Journal of Psychiatry, 203(4), 265–271.