The Associations between Autistic and ADHD Traits and Well-being of Secondary School Students in South Wales

Abstract

Background: There has been considerable research on Autism and ADHD, which are recognized as significant special educational needs. Many studies use samples which have been diagnosed with these conditions, but there is also a growing trend to focus on these traits among community populations rather than just among the individuals diagnosed. Recent research has examined the well-being of students using the "well-being process" framework. The present study examined the association between well-being, measured by the Well-being Process Questionnaire and the Strengths and Difficulties Questionnaire, and the autistic and ADHD traits of secondary school students.
 Aims: The study first examined the associations between autistic and ADHD traits in secondary school students. The second aim was to examine the associations between well-being outcomes and these traits. Finally, analyses controlling for established predictors of well-being examined whether associations between autism and ADHD traits and well-being outcomes remained significant.
 Methodology: An online survey was carried out. The participants were 155 students from a Welsh Secondary School and represented various year groups. Correlations and regressions were conducted to examine associations between variables.
 Results: Autistic and ADHD traits were found to be significantly correlated. Both sets of traits were also significantly correlated with well-being outcomes. When autistic and ADHD traits were included in the same regression, ADHD was found to be associated with most outcomes, whereas autistic traits were only associated with hyperactivity, peer problems and reduced prosocial behaviour. When established predictors of well-being were also included in the model, ADHD traits were only associated with hyperactivity and autism with prosocial problems and hyperactivity. There were no significant effects on physical health.
 Conclusion: Autistic and ADHD traits overlap. Univariate analyses show significant associations between these traits and well-being. However, when established predictors of well-being were included in the analyses, only hyperactivity and reduced prosocial behaviour were still associated with autistic and ADHD traits. The psychosocial profiles of autism and ADHD may help design interventions to increase well-being. For example, both autism and ADHD are associated with high stress and poor coping, both of which may be improved by training.

Associations between Autistic and ADHD Traits and the Well-Being and Mental Health of University Students

“…The present short-form well-being process questionnaire [ 1 ] was adapted from the original WPQ [ 29 ]. The predictor variables were student stressors, negative coping, workload, work–life balance, daytime sleepiness, psychological capital, social support, positive coping, and flow.…”

“…Autism and ADHD have been recognized as primary special education needs. Our previous study [ 1 ] aimed to understand the link between autism and ADHD traits and well-being and mental health using the well-being process questionnaire (WPQ) and the strengths and difficulties questionnaire (SDQ). There is a need to use a holistic approach [ 2 ] to understand the link between mental health and autistic and ADHD traits.…”