Durham research finds children with mild attention problems ‘slip through the net’
Children with mild attention problems could fall behind their peers at school
Children with mild attention problems can go unnoticed at primary school and fall behind their peers academically, according to new research out today.
Researchers at Durham University say it’s crucial and possible for teachers and parents to work together to identify and help these children manage their learning in class.
The findings show that the progress of children with mild attention problems at the age of five could be around three months behind their peers by the time they reach the end of primary school.
In the study, one of the largest to date in this area, the attainment and behaviour of 46,369 children from 1,812 primary schools in England was analysed.
It found that inattentive behaviours, such as being easily distracted, not following through instructions and being forgetful, can sometimes be difficult to pinpoint as being specific problems with attention and as different to typical behaviours of young children.
Research has already found that early identification and intervention can improve children’s progress in reading and maths. Now, schools have urged to use guidance from Durham on teaching and classroom management strategies to help children with attention problems.
Lead author, Dr Christine Merrell, said:
“Children who have been diagnosed with ADHD will already receive extra support in schools. However, children with milder attention problems are not always identified but are nevertheless at risk of falling behind their peers.
“It is clear from our findings that early detection of these mild attention difficulties is crucial so that teachers and parents can help the child reach their potential. As is so often the case, the earlier we can intervene, the better our chances are of addressing the issues.
“It is however important to say that not all children with mild attention problems will fall behind academically as each individual child is of course different.”
The research team is continuing to track this cohort of children and will analyse their academic attainment in their GCSEs in future. Read more in the academic journal: http://www.journals.elsevier.com/learning-and-individual-differences