School Engagement in Youth with ADHD
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| Title: | School Engagement in Youth with ADHD |
|---|---|
| Language: | English |
| Authors: | R. Elizabeth Capps (ORCID |
| Source: | Grantee Submission. 2026. |
| Peer Reviewed: | Y |
| Page Count: | 45 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A240155 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Attention Deficit Hyperactivity Disorder, Students with Disabilities, Learner Engagement, Gender Differences, Racial Differences, Drug Therapy, Parent Background, Educational Attainment, Symptoms (Individual Disorders), Student Behavior, Grade 5, Prosocial Behavior, Emotional Response |
| Assessment and Survey Identifiers: | Wechsler Abbreviated Scale of Intelligence, Wechsler Individual Achievement Test |
| DOI: | 10.1007/s12310-026-09853-7 |
| Abstract: | Youth with attention-deficit/hyperactivity disorder (ADHD) experience significant school functioning difficulties that may contribute to low school engagement. School engagement, a student's behavioral, emotional, and cognitive commitment to school, promotes positive functional and health outcomes and reduces risk for poor outcomes across development. Despite strong evidence demonstrating the importance of school engagement for all youth, school engagement is understudied in youth with ADHD, despite the potential for targeted strategies promoting school engagement to reduce academic difficulties. In this multi-informant study, we examine sociodemographic (i.e., youth sex, race, and medication status; caregiver education) and key characteristics of ADHD (i.e., inattention, hyperactivity/impulsivity, emotion regulation problems, prosocial behaviors) in relation to school engagement (behavioral, emotional, and cognitive) among youth with ADHD. Participants were 150 fifth grade students (M[subscript age] = 10.65, 46.7% females 36.7% youth of color) diagnosed with ADHD. On average, youth with ADHD endorsed high levels of behavioral and moderate levels of emotional and cognitive school engagement. Results of a multivariate structural equation model showed prosocial behaviors were significantly independently positively associated with all dimensions of school engagement. Inattention was negatively independently associated with emotional engagement, and emotion regulation problems were negatively independently associated with behavioral engagement. Results indicated differential associations between sociodemographic variables with behavioral and cognitive engagement. Findings point to potential promotive and risk mechanisms for school engagement specifically among youth with ADHD. [This paper was published in "School Mental Health" v18 p285-300 2026.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | ED680605 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: ED680605 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: School Engagement in Youth with ADHD – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22R%2E+Elizabeth+Capps%22">R. Elizabeth Capps</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6978-1728">0000-0002-6978-1728</externalLink>)<br /><searchLink fieldCode="AR" term="%22Grace+Bartholomae%22">Grace Bartholomae</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-2517-1398">0009-0008-2517-1398</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+Kronthal%22">Elizabeth Kronthal</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-1011-3884">0009-0007-1011-3884</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+A%2E+Miller%22">Sarah A. Miller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6341-5946">0000-0002-6341-5946</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stephen+P%2E+Becker%22">Stephen P. Becker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9046-5183">0000-0001-9046-5183</externalLink>)<br /><searchLink fieldCode="AR" term="%22Melissa+R%2E+Dvorsky%22">Melissa R. Dvorsky</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3790-1334">0000-0002-3790-1334</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2026. – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 45 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Institute of Education Sciences (ED) – Name: NumberContract Label: Contract Number Group: NumCntrct Data: R324A240155 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Attention+Deficit+Hyperactivity+Disorder%22">Attention Deficit Hyperactivity Disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Drug+Therapy%22">Drug Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Background%22">Parent Background</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Symptoms+%28Individual+Disorders%29%22">Symptoms (Individual Disorders)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Prosocial+Behavior%22">Prosocial Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22Wechsler+Abbreviated+Scale+of+Intelligence%22">Wechsler Abbreviated Scale of Intelligence</searchLink><br /><searchLink fieldCode="SU" term="%22Wechsler+Individual+Achievement+Test%22">Wechsler Individual Achievement Test</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1007/s12310-026-09853-7 – Name: Abstract Label: Abstract Group: Ab Data: Youth with attention-deficit/hyperactivity disorder (ADHD) experience significant school functioning difficulties that may contribute to low school engagement. School engagement, a student's behavioral, emotional, and cognitive commitment to school, promotes positive functional and health outcomes and reduces risk for poor outcomes across development. Despite strong evidence demonstrating the importance of school engagement for all youth, school engagement is understudied in youth with ADHD, despite the potential for targeted strategies promoting school engagement to reduce academic difficulties. In this multi-informant study, we examine sociodemographic (i.e., youth sex, race, and medication status; caregiver education) and key characteristics of ADHD (i.e., inattention, hyperactivity/impulsivity, emotion regulation problems, prosocial behaviors) in relation to school engagement (behavioral, emotional, and cognitive) among youth with ADHD. Participants were 150 fifth grade students (M[subscript age] = 10.65, 46.7% females 36.7% youth of color) diagnosed with ADHD. On average, youth with ADHD endorsed high levels of behavioral and moderate levels of emotional and cognitive school engagement. Results of a multivariate structural equation model showed prosocial behaviors were significantly independently positively associated with all dimensions of school engagement. Inattention was negatively independently associated with emotional engagement, and emotion regulation problems were negatively independently associated with behavioral engagement. Results indicated differential associations between sociodemographic variables with behavioral and cognitive engagement. Findings point to potential promotive and risk mechanisms for school engagement specifically among youth with ADHD. [This paper was published in "School Mental Health" v18 p285-300 2026.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: CodeSource Label: IES Funded Group: SrcInfo Data: Yes – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: ED680605 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED680605 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s12310-026-09853-7 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 45 Subjects: – SubjectFull: Attention Deficit Hyperactivity Disorder Type: general – SubjectFull: Students with Disabilities Type: general – SubjectFull: Learner Engagement Type: general – SubjectFull: Gender Differences Type: general – SubjectFull: Racial Differences Type: general – SubjectFull: Drug Therapy Type: general – SubjectFull: Parent Background Type: general – SubjectFull: Educational Attainment Type: general – SubjectFull: Symptoms (Individual Disorders) Type: general – SubjectFull: Student Behavior Type: general – SubjectFull: Grade 5 Type: general – SubjectFull: Prosocial Behavior Type: general – SubjectFull: Emotional Response Type: general – SubjectFull: Wechsler Abbreviated Scale of Intelligence Type: general – SubjectFull: Wechsler Individual Achievement Test Type: general Titles: – TitleFull: School Engagement in Youth with ADHD Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: R. Elizabeth Capps – PersonEntity: Name: NameFull: Grace Bartholomae – PersonEntity: Name: NameFull: Elizabeth Kronthal – PersonEntity: Name: NameFull: Sarah A. Miller – PersonEntity: Name: NameFull: Stephen P. Becker – PersonEntity: Name: NameFull: Melissa R. Dvorsky IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Titles: – TitleFull: Grantee Submission Type: main |
| ResultId | 1 |
