Objectives
Oppositional Defiant Disorder (ODD) is a behavioural disorder that can significantly impact the academic performance and social dynamics of school-aged children. Understanding the extent of these effects, particularly in diverse socio-economic and educational settings, is crucial for developing effective intervention strategies.
This study aimed to assess the impact of ODD on the academic performance of junior secondary school students in Ilorin, examining the role of comorbidities, social class, and school type in shaping educational outcomes.
Material and Methods
A cross-sectional study was conducted on 1078 junior secondary school students in Ilorin, including 41 students diagnosed with ODD. Data on academic performance across subjects (Reading, Mathematics, and Written Expression) were collected alongside information on comorbid conditions using the standardised Vanderbilt Attention-Deficit/Hyperactivity Disorder (ADHD) rating scale for ODD, conduct disorder, anxiety, and depression. At the same time, the social class was assessed using the Oyedeji classification and school type from the study proforma. Statistical analyses were performed to determine correlations and differences in academic performance between students with and without ODD.
Results
The study revealed a high prevalence of comorbidities such as ADHD and Conduct Disorder among students with ODD. A negative correlation was observed between ODD and academic performance across all subjects. Students with ODD from upper social classes and private schools performed relatively better, suggesting the influence of socioeconomic factors and educational environment.
Conclusion
Oppositional defiant disorder significantly affects academic performance in junior secondary school students. Comorbidities, socio-economic disparities, and differences in school types further compound these challenges. These findings underscore the need for tailored educational strategies and support systems, highlighting the importance of a multifaceted approach in addressing the academic needs of students with ODD.
