ADHD in College Students - Selected by the APA as January’s ‘Member Course of the Month

Background:

A previous meta-analysis found that children born to mothers with diabetes had a 34% higher risk of developing ADHD compared to those born to non-diabetic mothers.  

However, previous studies suffered methodological limitations, such as small sample sizes, case-control or cross-sectional designs, and insufficient adjustment for key confounders such as maternal socio-economic status, mental health conditions, obesity, and substance use disorders.  

Moreover, many studies relied on self-reported maternal diabetes, and on non-clinical ADHD assessments, such as parental reports or screening tools, which are prone to bias and inaccuracies.  

Furthermore, the role of maternal antidiabetic medication use in relation to ADHD risk has rarely been examined. Antidiabetic medications are effective in controlling high blood sugar during pregnancy, but many can cross the placenta and the blood-brain barrier, raising concerns about potential effects on fetal brain development.  

Study:

To address these gaps, an Australian study team used a large cohort of linked health administrative data from New South Wales to investigate both the association between maternal diabetes and the risk of ADHD and the independent effect of prenatal exposure to antidiabetic medications. 

The study encompassed all mother-child pairs born from 2003 through 2005, with follow-up conducted through 2018 to monitor hospital admissions related to ADHD. That yielded a final cohort of almost 230,000 mother-child pairs. 

The team adjusted for potential confounders including maternal age, socioeconomic status, previous children, pregnancy-related hypertension, caesarean delivery, birth order and plurality, maternal anxiety, depression, schizophrenia, bipolar disorder, substance use (alcohol, tobacco, stimulants, opioids, cannabis), and child factors such as Apgar score, sex, prematurity, and low birth weight. 

Results:

For maternal diabetes overall, there was no significant association with offspring ADHD. That was also true when broken down into pre-existing maternal diabetes and gestational (pregnancy-induced) diabetes.  

In a subset of 11,668 mother-child pairs, including 3,210 involving exposure to antidiabetic medications, there was likewise no significant association with offspring ADHD. 

Conclusion:

The team concluded, “Our findings did not support the hypothesis that maternal diabetes increases the risk of ADHD in children. Additionally, maternal use of antidiabetic medication was not associated with ADHD.” 

This study highlights the importance of high-quality research. A previous meta-analysis linking ADHD and maternal diabetes did not appropriately adjust for confounders and cited many small studies that may have included biased self-report scales. This large, registry-based cohort study of nearly 230,000 mother–child pairs found no evidence that maternal diabetes—whether pre-existing or gestational—or prenatal exposure to antidiabetic medications was associated with subsequent offspring ADHD as measured by hospital-recorded ADHD outcomes. The study’s strengths include its population scale, prolonged follow-up, and extensive adjustment for maternal and perinatal confounders (including maternal mental health and substance-use disorders), which address many limitations of earlier, smaller studies that reported elevated risks.  

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Background: 

The COVID-19 pandemic brought environmental changes that may have influenced ADHD symptoms and contributed to higher diagnosis rates. School closures, the transition to remote learning, and restrictions on outdoor activities led to increased screen time and isolation, both of which can affect attention and behavioral regulation. Children and adolescents, who usually depend on social interactions and structured routines, experienced significant disruptions during this period.  

Method:

South Korea has a nationwide single-payer health insurance system that keeps detailed health records on virtually its entire population. To explore the impact of COVID-19 on ADHD, a Korean research team used a database established by the Korean government that tracked all patients with COVID-19 between 2020 and 2023, nationwide COVID vaccination records, and insurance claims. They included all participants aged 6 through 29 years old. 

The onset of ADHD was determined by diagnosis combined with the prescription of ADHD medication. 

Altogether, the study encompassed almost 1.2 million Koreans, including over 150,000 children (6-12), more than 220,000 adolescents (13-19), and almost 800,000 young adults (20-29). 

The team adjusted for age, sex, income, Charlson Comorbidity Index, and medical visits. The Charlson Comorbidity Index predicts the mortality for a patient who may have a range of 17 concurrent conditions, such as heart disease, AIDS, or cancer. 

Results:

With these adjustments, young adults known to be infected with COVID-19 were about 40% more likely to be subsequently diagnosed with ADHD than their counterparts with no record of such infection. 

Adolescents known to be infected with COVID-19 were about twice as likely to be subsequently diagnosed with ADHD than their counterparts with no record of such infection. 

Children known to be infected with COVID-19 were 2.4 times as likely to be subsequently diagnosed with ADHD than their counterparts with no record of such infection. 

All these results were highly significant, and point to much greater impact on the youngest persons infected. 

Interpretation: 

The team concluded, “our nationwide study revealed that the COVID-19 pandemic significantly influenced ADHD incidence (raising incidence between 2020 and 2023), with SARS-CoV-2 infection identified as a critical risk factor,” and “In particular, early intervention and neurological evaluations are needed for children, adolescents, and young adults with a history of SARS-CoV-2 infection.” 

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Background: 

Children with ADHD often experience deficits in cognitive processes called executive functions. One of the main executive functions is working memory, which is crucial for learning and problem-solving. Issues related to working memory can impact not just academic performance, but also self-esteem, social interactions, and future career prospects. Daily challenges can include completing homework, remembering tasks, and maintaining focus in class, further complicating the learning and social experiences of those with ADHD. 

Physical activity boosts blood flow to the brain. It also assists neural plasticity, meaning it enables networks of nerve cells to reorganize their connections and grow new connections. That helps improve physical skills and potentially academic performance. It is an engaging, easy-to-implement intervention that effectively and sustainably increases children’s participation, overcoming many limitations of other methods. 

Study: 

A Chinese study team set out to perform a systematic search of the published peer-reviewed medical literature to conduct a meta-analysis focusing specifically on the efficacy of physical activity for boosting working memory. 

The inclusion criteria were fourfold. Studies had to: 

• Provide data specific to children and adolescents 18 years old and under. 

• Rely on clinical diagnoses of ADHD. 

• Involve interventions consisting of physical activity or exercise, including but not limited to aerobic exercise, resistance training, and team sports. 

• Have a minimum duration of five weeks. 

• Be randomized controlled trials (RCTs) or controlled non-randomized experimental studies. 

Eleven studies with a combined total of 588 participants met the inclusion criteria. Five were rated high quality. None were rated low quality. 

Results:

Meta-analysis of these eleven studies yielded a medium effect size improvement in working memory. Variability in study outcomes was acceptable (low heterogeneity). There was no indication of publication bias. 

Combined cognitive and aerobic interventions were associated with more than double the effect size of simple aerobic interventions, reaching large effect size (4 studies, 233 participants). 

Subgroup analysis favored a happy medium, suggesting there are points beyond which more is not better:  

• Hour-long interventions were associated with the greatest improvements, with large effect size (3 studies, 180 participants).  

• Interventions carried out no more than twice a week reached large effect size (3 studies, 130 participants).  

• Total weekly intervention time of no more than 25 hours also reported a large effect size (4 studies, 144 participants).  

Take-Away:

Because this work focuses on working memory, not the symptoms of ADHD, one cannot conclude that physical activity could replace current therapies for ADHD.  It does, however, provide strong evidence that physical activity interventions can meaningfully improve working memory in children with ADHD. The most consistent benefits were seen with structured programs of moderate duration and frequency. As with previous studies, the results seem to suggest that interventions excessively long in duration may have diminishing results, highlighting the importance of optimizing session length, frequency, and total intervention time. Before recommending very specific exercises and durations, however, further study is still needed. Future research should refine protocols and explore mechanisms that maximize effectiveness.

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