What dimensions of school climate promote adaptive functioning in adolescents with ADHD? A prospective longitudinal study

IF 2.9 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities Pub Date : 2025-02-01 DOI:10.1016/j.ridd.2024.104903

Elizabeth S.M. Chan , Cathrin D. Green , Melissa R. Dvorsky , Amanda H. Steinberg , Stephen P. Becker , Joshua M. Langberg

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引用次数: 0

Abstract

Background

The study of ADHD has predominantly focused on individual-level risk-factors, and less is known about contextual factors that promote adaptive functioning. Aims: The present study is the first to evaluate the longitudinal association between five dimensions of school climate (academic expectations, student engagement, disciplinary structure, respect for students, willingness to seek help) and student outcomes, and whether ADHD symptom severity moderates those associations. Methods and Procedures: Participants included 274 adolescents (45 % female) who completed assessments in 8th (T1) and 10th (T2) grades. Results: Hierarchical regressions revealed that school climate predicted multiple outcomes over and above ADHD symptom severity, including academic motivation, homework performance, emotion dysregulation, internalizing symptoms, and close friendships. A fair but strict school disciplinary structure and respect for students were the most consistent predictors of study outcomes regardless of ADHD symptom severity. Further, higher levels of disciplinary structure and willingness to seek help attenuated the association between ADHD symptom severity to internalizing symptoms and emotion dysregulation, respectively. Conclusions and Implications: Interventions are needed that target school level contextual factors, such as applying fair and consistent discipline and demonstrating respect for students. Structural level school factors may partially mitigate the negative impact of ADHD symptoms.

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学校氛围的哪些维度促进了ADHD青少年的适应功能？一项前瞻性纵向研究。

背景：ADHD的研究主要集中在个体层面的风险因素上，而对促进适应功能的环境因素知之甚少。目的：本研究首次评估了学校氛围五个维度（学业期望、学生参与、学科结构、尊重学生、寻求帮助意愿）与学生成绩之间的纵向关联，以及ADHD症状严重程度是否会调节这些关联。方法和程序：参与者包括274名青少年（45% %女性），他们完成了8年级（T1）和10年级（T2）的评估。结果：层次回归分析显示，学校氛围可以预测ADHD症状严重程度以上的多个结果，包括学业动机、家庭作业表现、情绪失调、内化症状和亲密友谊。无论ADHD症状的严重程度如何，公平但严格的学校纪律结构和对学生的尊重是最一致的学习结果预测因素。此外，较高水平的纪律结构和寻求帮助的意愿分别减弱了ADHD症状严重程度与内化症状和情绪失调之间的关联。结论和影响：需要针对学校层面的环境因素采取干预措施，例如实施公平和一致的纪律，并表现出对学生的尊重。结构层面的学校因素可能部分减轻ADHD症状的负面影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Research in Developmental Disabilities Multiple-

CiteScore

5.50

自引率

6.50%

发文量

178

期刊介绍： Research In Developmental Disabilities is aimed at publishing original research of an interdisciplinary nature that has a direct bearing on the remediation of problems associated with developmental disabilities. Manuscripts will be solicited throughout the world. Articles will be primarily empirical studies, although an occasional position paper or review will be accepted. The aim of the journal will be to publish articles on all aspects of research with the developmentally disabled, with any methodologically sound approach being acceptable.