Abstract
Children with Attention-Deficit/Hyperactivity Disorder (ADHD) frequently experience difficulties across multiple domains, yet their level of symptom severity alone does not fully account for the variability in outcomes. This study examined whether parenting stress contributes uniquely to children’s social and academic functioning beyond ADHD symptom severity and investigated its potential moderating effects. Participants were 80 children (6–12 years old), 40 of whom had a formal ADHD diagnosis, and 40 were typically developing. ADHD symptom severity was assessed via the Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS-PL); parenting stress was measured using the Parenting Stress Index (PSI-4-SF). Children’s academic functioning was evaluated with the Wide Range Achievement Test (WRAT4), and social functioning was rated through the Behaviour Assessment System for Children (BASC). Bivariate correlations indicated that higher ADHD symptom severity was associated with both greater parenting stress and poorer child academic and social functioning. Hierarchical regression analyses revealed that parenting stress accounted for unique variance in social functioning over and above ADHD symptom severity, but it did not significantly explain additional variance in academic functioning when ADHD symptoms were controlled. However, moderation analyses indicated that parenting stress did modify the relationship between ADHD symptom severity and academic performance: at higher levels of parenting stress, the negative impact of severe ADHD symptoms on academic outcomes was magnified. These findings highlight the importance of considering the family context—specifically parental stress—when assessing and supporting children with ADHD. Addressing parental stress through targeted programs could, therefore, strengthen existing ADHD interventions, offering more comprehensive support for both children and families