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Inattention, not hyperactivity, predicted failure to complete high school

Pingault JB. Am J Psychiatry. 2011;doi:10.1176/appi.ajp.2011.10121732.

A high level of inattention vs. a low level of inattention was linked to a nearly eightfold risk for not having a high school diploma in a selected cohort of Canadian children, according to study results.

Researchers from Canada said prospective studies do not account for the difference between inattention and hyperactivity as they pertain to educational attainment and mental health problems associated with attention-deficit/hyperactivity disorder.

The current study was conducted to differentiate the unique, additive or interactive contributions of both inattention and hyperactivity symptoms on educational attainment, according to the study researchers.

There were 2,000 Canadian children aged 6 to 12 years randomly selected to participate in the trial. The study population was a representative sample of Canadian children regarding estimated developmental trajectories of inattention and hyperactivity.

The researchers evaluated for high school graduation status at age 22 to 23 years. The results were separated into four trajectories of inattention and four trajectories of hyperactivity for children aged 6 to 12 years.

One analysis controlled for hyperactivity and other confounding variables. Results of this analysis indicated that high inattention trajectory vs. low inattention trajectory was a strong predictor of not attaining a high school diploma by age 22 to 23 years (OR=7.66; 95% CI, 5.06-11.58). A declining trajectory of inattention was linked to an increased likelihood of not attaining a diploma (OR=2.67; 95% CI, 1.90-3.75), as was a rising trajectory of inattention (OR=3.87; 95% CI, 2.75-5.45).

Hyperactivity did not significantly predict high school diploma status once inattention was taken into account.

“Inattention rather than hyperactivity during elementary school significantly predicts long-term educational attainment,” the researchers wrote. “Children with attention problems, regardless of hyperactivity, need preventive intervention early in their development.”

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