ADHD AS A PREDICTOR OF SCHOOL ENGAGEMENT: IS RACE A MODERATOR?

Abstract

Previous research indicates that there are racial disparities in diagnosing Attention Deficit and Hyperactivity Disorder (ADHD) and ADHD treatment. Specifically, Black children are diagnosed with ADHD less frequently than their white peers despite exhibiting more symptoms. Further, Black children receive fewer evidence-based treatments when compared to their white peers. Many studies are addressing ADHD racial disparities. However, only a few discuss the implications of these disparities on school engagement. Considering the symptoms of ADHD are particularly troubling in the school setting, the current research utilized data from the 2019 National Survey of Children's Health (NSCH) to determine if school engagement differed by race among children diagnosed with ADHD. The researchers conducted the current study to determine if there are disparities in ADHD diagnosis based on race and level of school engagement within this population. Data from the current study indicates no significant association between racial identity and frequency of ADHD diagnosis. Additionally, there is no difference in the level of school engagement for Black and white children diagnosed with ADHD. There was no interaction between race and ADHD diagnosis. Further, there was no predicted compounding impact on school engagement for students who were nonwhite and had ADHD. There are discrepancies between the current study and previous research findings. Thus, more studies analyzing ADHD and social determinants of health, such as social environment or income, may contribute to what researchers know about ADHD disparities.