Prevalence of Attention-Deficit/Hyperactivity Disorder among School-going Children Aged 6–12 Years and its Association with Academic Performance

Abstract Background: Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental condition in childhood and is frequently associated with academic difficulties. Early identification of ADHD and its impact on scholastic performance is crucial for effective educational and behavioural interventions. Objectives: To determine the prevalence of ADHD among school-going children aged 6–12 years and to examine its association with academic performance, gender, and age. Materials and Methods: A cross-sectional study was conducted among 250 school-going children aged 6–12 years. ADHD status was assessed and categorized as normal, inattentive, hyperactive, or combined type. Academic performance was classified as excellent, average, or poor based on school records. Sociodemographic variables including age and gender were documented. Data were analyzed using descriptive statistics and Pearson’s Chi-square test, with statistical significance set at P < 0.05. Results: The mean age of the participants was 8.6 ± 1.747 years, with equal distribution of males and females. ADHD was identified in 31.2% of the children, with the combined subtype being the most prevalent (14.4%), followed by inattentive (8.4%) and hyperactive (8.4%) subtypes. A statistically significant association was observed between ADHD and academic performance (χ 2 = 85.920, df = 6, P < 0.001), with children diagnosed with inattentive and combined ADHD demonstrating a higher proportion of poor academic performance. No significant association was found between ADHD and gender (χ 2 = 11.555, df = 3) or age (χ 2 = 14.119, df = 15). Conclusion: ADHD is prevalent among school-aged children and has a significant negative impact on academic performance. Early screening and targeted school-based interventions are essential to improve the educational outcomes in affected children.