Author: Chris Folkins, Chandy Somayaji, Simerpal K. Gill, James Ted McDonald
Year: 2025
Category:
Education and Training,
Health Publications
This study examines the impact of long-acting stimulant (LAS) pharmacotherapy for ADHD on academic outcomes among students in grades K-12 using retrospective analysis of administrative data.
ADHD diagnosis was identified based on ADHD management plans in school records, physician notes in billing records, and/or prescription records. Prescription records identified LAS-treated students (n = 15,544), excluding those treated with immediate/intermediate-acting stimulants or atomoxetine.
A control group without ADHD (n = 204,681), and another with untreated ADHD (n = 27,880) were also identified. The following outcomes were examined using multivariate regression: report card scores, standardized assessment exam performance, graduation from high school, school attendance, and transition to post-secondary education.
ADHD was associated with lower average report card scores and provincial assessment exam scores and increased frequency of school absence among grades K-12, and decreased likelihood of high school graduation and transition to post-secondary education.
LAS treatment was associated with improved report card (score estimate −4.93 Treated, −6.19 Untreated) and provincial assessment exam scores (percentile rank estimate −9.20 Treated, −11.50 Untreated) among grades 9 to 12, reduced absences among grades K-12 (absence rate estimate −3.33 Treated, 7.96 Untreated), and increased likelihood of graduation (OR of failure to graduate 1.39 Treated, 2.22 Untreated) and transition to post-secondary education (OR of no transition 0.77 Treated, 1.42 Untreated; reference = No ADHD group).
LAS pharmacotherapy is associated with improved academic performance, attendance, and likelihood of graduation and transition to post-secondary education.
