Abstrakt
Objective
Children with ADHD tend to underperform due to the underdeveloped aforementioned skills and thus this reflects on academic underachievement. The aim of this partial study was to find out if the school experience of adults with higher ADHD symptomatology differs from those with lower and no ADHD symptomatology.
Method
Based on the results of ASRS questionnaires the respondents were divided into 3 groups (low, medium and high) according to the manifested ADHD symptomatology. We then explored their school experiences by looking at their grades for behavior at school, notes regarding their attendance, school expulsion and other school experiences.
Results
There are significant differences among school difficulties and intensity of ADHD symptomatology. This is across elementary school as well as lower high school. Children with higher ADHD symptomatology were significantly more likely to be expelled, receive notes for bad behavior, disturbing or forgetting as well as receiving reprimands from teachers.
Conclusion
Overall, our results show that children with increased ADHD symptomatology experience more frequently difficulties with school behavior, they are more frequently reprimanded and they do receive more negative feedback regarding their attendance and tardiness from teachers.