Children with attention problems in early childhood were 40 percent less likely to graduate from high school, says a new study from Duke University that examines how early childhood characteristics affect academic performance.
The results highlight the need to develop effective early interventions to help those with attention problems stay on track academically and for educators to encourage positive peer relationships, the researchers said.
We are learning that student success requires a more comprehensive approach, one that incorporates not only academic skills but also social, self-regulatory and attention skills. If we neglect any of these areas, the child’s development lags. If we attend to these areas, a child’s success may reinforce itself with positive feedback loops.