Extant literature has found attention and academic achievement to be related throughout development. Surprisingly, there are few comprehensive meta-analytic studies of the size of this effect. Therefore, the present study evaluates the relation between ADHD symptomatology (i.e., ratings of inattention and/or hyperactivity/impulsivity) and academic achievement, over 106 studies and 450 effect sizes, with moderators assessing: study design type; symptomatology type; academic domain and subskills;…
