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markdownabstract__Abstract__\ud\udAttention Deficit Hyperactivity Disorder (ADHD) has been shown to impair major life activities including\udeducational functioning. However, there is no consensus on the specific cause for the impact\udon this worse educational outcome. This systematic review aims to identify factors that have\udbeen associated with educational and academic underperformance of children and adolescents\udwith ADHD. A literature search was conducted using PubMed and the PRISMA guidelines (Preferred\udReporting Items for Systematic Reviews and Meta-Analyses). The study focused on articles\udpresenting results of data-based analyses related to ADHD and keywords related to education. The\udsearch resulted in 376 records that were screened by title. Of these, 185 articles were screened by\udabstract and 35 met the eligibility criteria for inclusion in the review. These 35 articles were related\udto seven domains: educational training, educational environment, pharmacological treatment,\udADHD symptoms, associations of ADHD with academic outcomes, self-concept, and specific\udskills. The main source of educational challenges seems to be related to the inattentive symptoms\ud(or subtype) of ADHD. This outcome is different than expected, since hyperactive symptoms are\udpronounced more prominently and often refer children to clinical practice. Inattentive symptoms\udamongst others refer to difficulties in organization skills and can lead to decreased self-efficacy\udand development of depressive symptoms. This decreased self-efficacy and the depressive symptoms\udwere also found to be related to influence the relation between ADHD and academic performance. Educational outcomes were shown to be improved using small group work, learning via a\udcomputer-based service and as a result of coaching and pharmacological treatment. To help children\udand adults achieve educational goals that now are out of reach, more attention should be spent\udto the inattentive symptoms of ADHD and possibilities to overcome experienced problems

A Systematic Review of Literatures on Factors Associated with Educational and Academic Performance in Attention Deficit Hyperactivity Disorder