Abstract

CAMPOS, Thainá Sousa et al. Characterization of school skills in children with ADHD. Rev. psicopedag. [online]. 2025, vol.42, n.128, pp.213-223.  Epub Sep 12, 2025. ISSN 0103-8486.  https://doi.org/10.51207/2179-4057.20250026.

Children with Attention Deficit/Hyperactivity Disorder (ADHD) may exhibit academic performance below expectations in reading, writing, and mathematics, which is often associated with learning disorders. This study aimed to describe the academic performance in reading, writing, and mathematics of children with ADHD, describing the pattern for the main school skills. This is a quantitative study with an exploratory descriptive analysis. The study included 27 children with a diagnosis of ADHD identified by psychiatrists and neurologists, aged between 6 and 10 years (M=8.29 years, SD=1.48 years), 18 (66.6%) male participants, 17 (63%) enrolled in private schools, 23 (85.2%) had no comorbidity and 15 (55.6%) were taking medication. Data was collected individually using the School Performance Test II, which assesses writing, reading, and arithmetic. The study’s results showed the following pattern: 81.5% of the children underperformed in the writing subtest, while 55.6% underperformed in the reading subtest. As for performance in arithmetic, 77.8% of the children obtained lower performance. The results show that most of the children investigated performed below expectations for all three school skills. Writing and mathematics had even higher percentages of children with performance classified as inferior. Identifying the academic performance of children with ADHD allows for better assessment and effective intervention, both in clinical and school settings.

Keywords : ADHD; Academic Performance; Children; School Performance Test II; School Skills.

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