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Does the Family Situation Impact Academic Achievement Differently in Students with versus without Neurodevelopmental Disorders?

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Title: Does the Family Situation Impact Academic Achievement Differently in Students with versus without Neurodevelopmental Disorders?
Language: English
Authors: Jakob Åsberg Johnels (ORCID 0000-0002-3491-5925), Ralf Kuja-Halkola, Henrik Larsson, Zheng Chang, Isabel Brikell, Sebastian Lundström
Source: British Journal of Educational Psychology. 2026 96(2):765-779.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Family Environment, Family Influence, Academic Achievement, Students with Disabilities, Neurodevelopmental Disorders, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorders, Parent Background, Parent Child Relationship, Elementary School Students, Twins, Foreign Countries
Geographic Terms: Sweden
DOI: 10.1111/bjep.70050
ISSN: 0007-0998
2044-8279
Abstract: Background: Youth with neurodevelopmental disorders are at risk for school failure, but little is known about the contextual factors influencing academic achievement. Aims: Drawing on a bioecological system framework, we examined how ADHD and autism, parental educational attainment and aspects of the parent-child relationship influence educational achievement at the end of primary school, and to what extent these factors have independent as opposed to interactive effects on educational achievement. Sample: A total of 12,477 twins born 1994-2005 from Sweden. Methods: ADHD and autism were assessed at age nine with a structured telephone interview with parents. Among participants, n = 996 and n = 249 met screening criteria for ADHD and autism, respectively. At age 15, data on parent-child relationships and parental educational attainment were gathered. Children's school grades and eligibility for upper secondary school were obtained from a register, and used as main outcome measures. Multiple regression models with interaction terms were used to explore if the effects of family-related factors differed in students with or without ADHD or autism. Results: ADHD or autism was associated with low academic achievement, as were all the family-related variables in multiple regression models (all p < 0.005). However, there was no statistical evidence (all p > 0.005) that the influence of family-related variables differed (i.e., were either less or more important in the prediction of educational achievement) in students with or without ADHD or autism. Conclusions: Results were in keeping with a bioecological model of non-interacting multiple risks for educational underachievement in students with ADHD and/or autism.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505298
Database: ERIC
FullText Text:
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  Data: Does the Family Situation Impact Academic Achievement Differently in Students with versus without Neurodevelopmental Disorders?
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Jakob+&#197;sberg+Johnels%22&quot;&gt;Jakob &#197;sberg Johnels&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-3491-5925&quot;&gt;0000-0002-3491-5925&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Ralf+Kuja-Halkola%22&quot;&gt;Ralf Kuja-Halkola&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Henrik+Larsson%22&quot;&gt;Henrik Larsson&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Zheng+Chang%22&quot;&gt;Zheng Chang&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Isabel+Brikell%22&quot;&gt;Isabel Brikell&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Sebastian+Lundstr&#246;m%22&quot;&gt;Sebastian Lundstr&#246;m&lt;/searchLink&gt;
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  Data: Wiley. Available from: John Wiley &amp; Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 15
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  Data: 2026
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  Data: Journal Articles&lt;br /&gt;Reports - Research
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  Data: &lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Elementary+Education%22&quot;&gt;Elementary Education&lt;/searchLink&gt;
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  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Family+Environment%22&quot;&gt;Family Environment&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Family+Influence%22&quot;&gt;Family Influence&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Academic+Achievement%22&quot;&gt;Academic Achievement&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Students+with+Disabilities%22&quot;&gt;Students with Disabilities&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Neurodevelopmental+Disorders%22&quot;&gt;Neurodevelopmental Disorders&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Attention+Deficit+Hyperactivity+Disorder%22&quot;&gt;Attention Deficit Hyperactivity Disorder&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Autism+Spectrum+Disorders%22&quot;&gt;Autism Spectrum Disorders&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Parent+Background%22&quot;&gt;Parent Background&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Parent+Child+Relationship%22&quot;&gt;Parent Child Relationship&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Elementary+School+Students%22&quot;&gt;Elementary School Students&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Twins%22&quot;&gt;Twins&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Foreign+Countries%22&quot;&gt;Foreign Countries&lt;/searchLink&gt;
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  Label: Geographic Terms
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Sweden%22&quot;&gt;Sweden&lt;/searchLink&gt;
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  Data: 10.1111/bjep.70050
– Name: ISSN
  Label: ISSN
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  Data: 0007-0998&lt;br /&gt;2044-8279
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Youth with neurodevelopmental disorders are at risk for school failure, but little is known about the contextual factors influencing academic achievement. Aims: Drawing on a bioecological system framework, we examined how ADHD and autism, parental educational attainment and aspects of the parent-child relationship influence educational achievement at the end of primary school, and to what extent these factors have independent as opposed to interactive effects on educational achievement. Sample: A total of 12,477 twins born 1994-2005 from Sweden. Methods: ADHD and autism were assessed at age nine with a structured telephone interview with parents. Among participants, n = 996 and n = 249 met screening criteria for ADHD and autism, respectively. At age 15, data on parent-child relationships and parental educational attainment were gathered. Children&#39;s school grades and eligibility for upper secondary school were obtained from a register, and used as main outcome measures. Multiple regression models with interaction terms were used to explore if the effects of family-related factors differed in students with or without ADHD or autism. Results: ADHD or autism was associated with low academic achievement, as were all the family-related variables in multiple regression models (all p &lt; 0.005). However, there was no statistical evidence (all p &gt; 0.005) that the influence of family-related variables differed (i.e., were either less or more important in the prediction of educational achievement) in students with or without ADHD or autism. Conclusions: Results were in keeping with a bioecological model of non-interacting multiple risks for educational underachievement in students with ADHD and/or autism.
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  Data: 2026
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  Data: EJ1505298
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505298
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    Identifiers:
      – Type: doi
        Value: 10.1111/bjep.70050
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 765
    Subjects:
      – SubjectFull: Family Environment
        Type: general
      – SubjectFull: Family Influence
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Neurodevelopmental Disorders
        Type: general
      – SubjectFull: Attention Deficit Hyperactivity Disorder
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      – SubjectFull: Autism Spectrum Disorders
        Type: general
      – SubjectFull: Parent Background
        Type: general
      – SubjectFull: Parent Child Relationship
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Twins
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Sweden
        Type: general
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      – TitleFull: Does the Family Situation Impact Academic Achievement Differently in Students with versus without Neurodevelopmental Disorders?
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            NameFull: Jakob Åsberg Johnels
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            NameFull: Ralf Kuja-Halkola
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              Type: published
              Y: 2026
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            – TitleFull: British Journal of Educational Psychology
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