Relationship between ADHD Markers and Self-Perceived Stress: Influences on Academic Performance in Preadolescents

Abstract

The symptoms associated with Attention Deficit with Hyperactivity Disorder (ADHD), included in its different specific subtypes involves cognitive, emotional and behavioral changes leading to relationship and learning difficulties in school settings. Likewise, the impact of stress on academic performance, perceived by the students themselves on various life aspects, has been detected. A sampling of primary school pupils underwent the following tests: Testing Perception of Differences (Faces-R), Children Daily Stress Inventory (CDEI), and Assessment of Attention Deficit Hyperactivity Disorder (ADHD). At the same time, the academic outcomes provided were gathered by the education center management team by selecting Mathematics and Spanish Language grades as curricular points of reference. Among the data gathered, we can stand out the correlation among the different stress indexes and ADHD symptoms estimated from teachers and gathered from objective parameters. At the same time, the relation of these factors over academic performance is therefore confirmed. Finally, the attention estimation data validate the judgment rendered by teachers, which is consistent with the objective performance shown by pupils.

Spelling performance of students with and without Attention Deficit Hyperactivity Disorder

“…A meta-analysis 2 indicated that the worldwide prevalence of the disorder in children and adolescents is 5.29%. The symptoms that characterize ADHD, inattention, impulsivity or hyperactivity, can impair the social, academic or professional life of children, adolescents or adults diagnosed with the disorder, which causes a frequent search for specialized clinical care 3 and low school performance 4,5 .…”