Navigating Educational Hurdles: The Impact of Attention and Hyperactivity Problems on School Absenteeism

Attention deficit hyperactivity disorder (ADHD) is a chronic neurodevelopmental disorder that, if left undetected and untreated, can impede the life trajectory of thousands of children. Unfortunately, children and youth with this disorder often go unnoticed within the education system. Successful completion of education is critical for equipping students with ADHD with the skills to effectively manage their condition, leading to better overall life outcomes. Research has connected a lack of childhood skill development in managing ADHD symptoms with severe psychosocial outcomes such as failure in school, bleak employment outcomes, high crime and incarceration rates, and even premature death. Unfortunately, the COVID-19 pandemic has exacerbated these educational outcomes, disproportionately impacting school attendance rates among children with ADHD. This review aimed to investigate the relationship between attention and hyperactivity problems (AHP) among school-age children/youth and school absenteeism in both pre-pandemic and post-pandemic studies. The main objective was to investigate whether children with AHP were missing school at higher rates than their non-AHP peers. Through a systematic literature search across numerous databases, 1282 studies were assessed, identifying 35 studies focusing on the association between AHP and school absenteeism. Preliminary analyses revealed that students with AHP were more prone to experiencing increased school absenteeism, including cases of school refusal, avoidance, suspension, and expulsion. These findings are troubling as numerous studies have linked school absenteeism with adverse educational and psychosocial outcomes. Thus, there is an urgent need for educational and policy reforms that prioritize the support and accommodation of children with attention and hyperactivity problems.