Exploring the interplay between child and parental ADHD symptoms on academic achievement through homework support: A moderated mediation model

Parental homework support is important for children's academic success, especially when they exhibit high attention-deficit/hyperactivity disorder (ADHD) symptoms. However, the homework period can become challenging, further intensified by parents' own ADHD symptoms. Using longitudinal data from 1505 French-Canadian parents (74.8% mothers) of elementary students, we first examined child ADHD symptoms as a predictor of subsequent academic achievement, mediated by parental homework content-oriented support and parental affect. Child ADHD symptom severity was indirectly associated with lower academic achievement through reduced parental positive affect during homework. Subsequently, using latent moderated mediation, we investigated whether parental ADHD symptoms moderated the link between child ADHD and homework support variables. No significant moderation emerged for mothers or fathers. However, parental symptoms were negatively associated with content-oriented support and positive affect. Our findings highlight the need to consider child and parent ADHD symptoms in homework approaches to foster more positive and effective parental support experiences. The detrimental role of ADHD symptoms on academic achievement necessitates a better understanding of the mechanisms involved. Parental homework support can play a pivotal role in this process. This research underscores that it is not merely the frequency of support that matters, but parents' positive experience during homework that is vital to children's academic success. However, both children's and parents' ADHD symptoms can make this experience harder. Therefore, schools must proactively design engaging assignments and provide support to foster positive parental engagement during homework, transforming it into a powerful tool for student success. • Child ADHD links to lower grades via reduced positive parental affect during homework. • Homework support frequency does not predict achievement. • Child and parental ADHD heighten parental negative affect during homework. • Parental ADHD relates to less frequent homework support.