Schooling and Occupational Outcomes in Adults with ADHD: Predictors of Success and Support Strategies for Effective Learning

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a neurobehavioral disorder that is usually diagnosed in childhood. It is characterized by attention deficits, hyperactivity, and impulsivity leading to significant impairment in academic, occupational, familiar, and social functioning. Most of the literature has been focusing on the impact of this condition on infancy and preadolescence, but little is known on its consequences in adulthood. This narrative review addresses this gap by focusing on the studies regarding the schooling outcomes of this population. After identifying the specific clinical and neuropsychological profile of ADHD in adults, this study analyzes their precise needs for effective learning and presents evidence on their academic and occupational achievements. Pharmacological, educational, and rehabilitative factors predicting a positive scholastic and career success are critically reviewed. Finally, this study focuses on the strategies that can improve the learning processes in adults with ADHD by expanding the analysis on executive functions, metacognition, and emotional dysregulation. Schooling outcomes in adults with ADHD, therefore, are conceptualized as a complex measure depending on several variables, like early pharmacological treatment, educational support, neuropsychological intervention, and targeted strategies for life-long learning.

Pupils' inclusion as a process of narrative interactions: tackling ADHD typification through MADIT methodology

“…Dialogic Science and MADIT provide the researcher with, respectively, a theoretical basis and a methodological approach for describing and measuring the use of natural language. This approach is based on the encoding of 24 Discursive Repertories (DRs) 3 , each one representing a specific modality of using natural language (see Supplementary Materials 3). Humans can create countless narrative realities through language, nevertheless all these realities of sense can be described as a set of these modalities which, in turn, create a discursive configuration 4 that can either change over time or remain static.…”

“…The diagnosis (following the criteria of DSM-5) requires the presence of developmentally inappropriate levels of hyperactive-impulsive and/or inattentive symptoms for at least 6 months in different settings, causing impairments in living [2]. ADHD is mostly diagnosed in children and adolescents, but meta-analysis showed that adults present this symptomatology too, although with lower prevalence [3][4][5].…”

A systematic review of actions aimed at university students with ADHD

“…These interventions sought to improve symptomatic aspects of academic life and success, such as attention, executive functioning, and anxiety, as well as aiding in other skills such as organisational techniques. The acquisition process of university students with ADHD is greatly enhanced with assistance, particularly in terms of executive functioning and anxiety control (Varrasi et al, 2022). Amongst these is coaching, which helps in self-determination and the setting of specific goals, aspects that are very helpful for students with this disorder (* Prevatt et al, 2017).…”

“…In spite of this difficulties, the academic challenge at university level appears to pose significant barriers for individuals with ADHD, specifically with regard to executive functions, metacognition, and emotional regulation, all of which impact learning processes (Varrasi et al, 2022). High levels of ADHD symptomatology and low levels of executive functioning cause these students to suffer a negative relationship with their impairment, which in turn, leads to low selfesteem (Dorr and Armstrong, 2019).…”

Behavior Rating Inventory of Executive Function in Preschool (BRIEF-P) and Attention-Deficit and Hyperactivity Disorders (ADHD): A Systematic Review and Meta-Analysis of Floor and Ceiling Effects

“…In conclusion [35], people who develop ADHD present a wide range of cognitive deficits, but they are only manifested in some EFs (fundamentally, cold EFs; see model by Zelazo and Carlson [28]). Several prospective studies have shown in individuals with ADHD the association of executive function deficits with poorer academic performance [38], the occurrence of substance use disorders [39], and other psychiatric comorbidities [40].…”