Journal article
Early high school engagement in students with attention/deficit hyperactivity disorder
N Zendarski, E Sciberras, F Mensah, H Hiscock
British Journal of Educational Psychology | WILEY | Published : 2017
DOI: 10.1111/bjep.12140
Abstract
Background: Students with attention/deficit hyperactivity disorder (ADHD) continue to languish behind their peers with regard to academic achievement and education attainment. School engagement is potentially modifiable, and targeting engagement may be a means to improve education outcomes. Aims: To investigate school engagement for students with ADHD during the crucial high school transition period and to identify factors associated with low school engagement. Sample: Participants are adolescents (12–15 years) in the first and third year of high school with diagnosed ADHD (n = 130). Participants were recruited from 21 paediatric practices. Methods: Cross-sectional study assessing school eng..
View full abstractGrants
Awarded by Australian National Health and Medical Research Council
Funding Acknowledgements
All phases of this study were supported by Murdoch Childrens Research Institute (MCRI), supported by the Victorian Government's Operational Infrastructure Support Program. Ms Zendarski is funded by an Australian Postgraduate Award (APA) and the Cripps Foundation. The Australian National Health and Medical Research Council funds Dr Sciberras through a career development fellowship (CDF; No. 1110688), and Dr Mensah (CDF No. 1037449 and 1111160) and Prof. Hiscock's position (CDF No. 607351). The authors have no financial relationships relevant to this article to disclose.