Discover how early life challenges shape future learning, as new insights reveal the link between childhood adversity and reading success in the latest LONGSCAN cohort study.
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Hyperactivity and Impulsivity Symptoms Mediate the Association Between Adverse Childhood Experiences and Reading Achievement: A LONGSCAN Cohort Study.
Kallman et al., Child Psychiatry Hum Dev 2023
DOI: 10.1007/s10578-023-01655-1
What’s New: This study reveals that Hyperactivity/Impulsivity (H/I) symptoms mediate the relationship between Adverse Childhood Experiences (ACEs) and academic achievement, specifically reading scores, in a high-risk population. This finding is novel as it differentiates the mediating role of H/I from Inattention (IN) symptoms.
Importance: Understanding that H/I, but not IN, mediates the impact of ACEs on academic performance can guide targeted interventions to improve educational outcomes in children exposed to ACEs.
Contribution to Literature: Previous research has established a link between ACEs and academic achievement, as well as between ACEs and ADHD symptoms. This study contributes by identifying the specific ADHD symptom domain (H/I) that affects academic achievement in the context of ACEs.
Results Summary: The study, using data from 494 participants in the LONGSCAN consortium, found a significant direct association between ACE sum score and H/I (β = .21), and between H/I and reading score (β=-.14). A higher ACE score was associated with lower reading scores through an increase in H/I symptoms. In contrast, Inattention symptoms did not mediate this relationship.