









































The Impact of Obsessive-
Compulsive Disorder on Academic 

Performance
Shelby Geiger, Francesca Monaco, Ruoxian Huang, Abigail 

Bettendorf

 
GEORGETOWN SCIENTIFIC
RESEARCH JOURNAL

Volume Three
Edition Two
Spring 2023

31



Georgetown Scientific Research Journal 

 

The Impact of Obsessive-Compulsive Disorder on Academic 
Performance 
 
SShheellbbyy  GGeeiiggeerr,,  FFrraanncceessccaa  MMoonnaaccoo,,  RRuuooxxiiaann  HHuuaanngg,,  AAbbiiggaaiill  BBeetttteennddoorrff  
  
School of Health, Georgetown University, Washington, D.C., United States of America 
E-mail: arb351@georgetown.edu, slg128@georgetown.edu, rh1195@georgetown.edu, fm707@georgetown.edu    
hhttttppss::////ddooii..oorrgg//1100..4488009911//ggssrr..vv33ii22..6644  
AAbbssttrraacctt  
Obsessive-compulsive disorder (OCD) is a psychological disorder characterized by obsessive thoughts 
followed by repeated behaviors in response to these thoughts. OCD can be highly influential on all aspects 
of one’s life, including academic performance. This review highlights the current understanding of specific 
factors of OCD that impact academic performance. Demographic factors of ethnicity and age should be 
collected and examined in future research. OCD severity levels and symptom groups should also be 
analyzed independently. Comorbid disorders with OCD should be considered when developing treatment 
plans. In addition, changes in OCD symptoms in response to the onset of COVID-19 should be 
considered. With a better understanding of OCD’s impact on academic performance, treatment plans 
sensitive to academically influential elements of OCD can be developed to optimally support students.   

Keywords: obsessive-compulsive disorder, students, academic performance, education 

11..  IInnttrroodduuccttiioonn  
Obsessive-compulsive disorder      (OCD) is a 

psychological disorder characterized by recurrent, 
intrusive thoughts, known as obsessions, and 
repetitive compulsions in an attempt to control or 
reduce obsessions.1 For example, a common 
obsession is fear of contamination, which may be 
accompanied by an excessive hand washing 
compulsion.1 According to Harvard Medical 
School’s 2017 survey, OCD’s estimated lifetime 
prevalence among United States adults is 2.3%.2 
Approximately 5 million U.S. adults will 
experience OCD at some point in their lifetime.2,3,4 
Furthermore, about half of this population 
experiences serious impairment as a result of their 
OCD.2  

OCD poses a particular threat to the scholastic 
functioning of students, due to its time-consuming 
and distracting symptoms, such as lengthy rituals 
or intrusive violent thoughts.1 Students with OCD 
may have difficulties concentrating and 

completing tasks, which in turn impairs learning 
ability and academic performance.  

Current treatments of OCD include cognitive 
behavioral therapy (CBT), which aims to change 
thinking and behavioral patterns.1,5 Strongly 
supported by research as the best behavioral 
strategy to treat OCD, exposure and response 
prevention (ERP) therapy is a form of CBT.1 In 
ERP therapy, patients are exposed to obsession-
inducing stimuli, then prevented from executing a 
compulsion.1 Medications such as clomipramine 
and selective serotonin reuptake inhibitors have 
also been shown to improve OCD symptoms.1 
Although these treatment methods are effective, 
by better understanding how OCD influences 
academic performance, treatment methods can 
optimally support students.1 

Prior research reveals that demographic 
factors, such as age and ethnicity, are often 
overlooked when treatment plans are developed, 
though they have a significant impact on the  
 

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severity and type of OCD symptoms one 
experiences. This, in turn, often impacts the 
academic performance of students.6-14 Research 
relating to the impact of OCD symptom type and 
severity on academic performance is broad and 
inconclusive.11,14,15,16 This establishes the need to 
isolate specific symptoms or symptom groups in 
future studies. The impact of comorbidities on 
academic performance is often overlooked in 
OCD research and needs to be taken into account 
in future academic impairment studies.11,12,17 

Finally, the recent COVID-19 pandemic has 
altered the way in which students experience both 
school and OCD, but more research is needed 
pertaining to the pandemic due to its recency.18,19,20  

This literature review evaluates the current 
knowledge on the influence of demographic 
factors, symptom severity, comorbidities, and the 
COVID-19 pandemic on OCD and provides 
suggestions for future research that will assess the 
impact of OCD on academic performance. This 
review’s suggestions have the potential to help 
healthcare providers and schools provide optimal 
services to support students experiencing 
symptoms of OCD.  
22..  IImmppaaccttss  ooff  DDeemmooggrraapphhiicc  FFaaccttoorrss  

Despite their significance, demographic factors 
are often ignored in OCD studies, creating 
confounding variables that undermine the validity 
of the findings. 
22..11  CCuullttuurree  aanndd  EEtthhnniicciittyy  

Few studies analyze the ways in which cultural 
background can affect access to educational 
systems and impact a student’s academic 
achievement across disciplines. 

One of the few studies on OCD that take 
ethnicity into account examined obsessive and 
compulsive behavior in different ethnic groups in 
university students and found significant 
differences in language fluency among the subjects 
studied.6 Katz et al. concluded that severity and 
disability levels among all populations for OCD 
were similar, but minorities, including 

Asian/Pacific Islander, Hispanic, Latino, Black, 
and Multiracial groups, were more likely to display 
superstitious obsessions, such as a distressing belief 
in unlucky numbers, compared to non-minorities.6 
Obsessions and compulsions that align with these 
symptoms  of OCD may be further reinforced by 
cultural and religious rituals and norms within 
minority populations compared to non-minority 
populations.6 They also demonstrated that 
minority populations with OCD tend to receive 
medication less than non-minority populations 
with OCD, possibly due to financial barriers, 
cultural stigma about medication, or proximity to 
specialty clinics.6 As a result, students with 
minority identities may experience untreated 
OCD or may be underserved within medical and 
academic settings, which in turn affects their 
academic performance. By combating cultural 
stigmas or barriers to healthcare access that tend to 
accompany minority identities, students with 
OCD can receive the support that they need to 
overcome their symptoms. 

Another of the few studies on OCD that 
account for demographics is by Williams et al. on 
African Americans’ experiences with OCD.7 They 
suggested that African Americans with compulsive 
symptoms tend to have fewer years of educational 
attainment than those without compulsive 
symptoms.7 Also, in general, African Americans 
with OCD had lower educational attainment than 
those without.7 The study found that African 
Americans tended to experience persistent 
symptoms due to lack of treatment, which may be 
an explanation for the academic impairment 
experienced by African Americans with OCD.7 
Therefore, programs focused on African American 
students with OCD may improve the academic 
(and general) functioning of this population. 

Research surveying students with OCD should 
collect information about an individual’s ethnicity 
and race to identify potential cultural influences on 
OCD symptoms. Incorporating cultural beliefs 
into OCD treatments may enhance the 
effectiveness of treatment, which could provide for 
better academic achievement. In addition, 

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focusing treatment on populations that are 
particularly undertreated may help students to 
overcome OCD, aiding in academic performance.  
22..22  AAggee  

OCD severity varies depending on age, which 
therefore influences the impact that OCD has on 
individuals of different ages. Helbing et al. found 
that OCD symptoms in pediatric patients, which 
includes college students, present differently than 
symptoms seen in adults.8  Symptoms for pediatric 
patients are similar to typical adolescent behaviors, 
such as school avoidance, having trouble focusing 
on homework, or being easily distracted.8 As these 
traits are common among children and teenagers, 
OCD behaviors often go unnoticed until 
adulthood.8 While OCD patients share multiple 
common symptoms across different life stages, 
some symptoms are unique to certain age groups. 
For example, according to Leininger et al., it is 
appropriate for two- to three-year-old children to 
follow typical developmental routines for eating, 
bathing, and bedtime whereas strict adherence and 
insistence in following such routines and rituals at 
later ages may become a concern.9 OCD in college 
students was found by Moh’d to present itself 
differently than OCD in younger populations, for 
which there currently exists more research.10 
University students with OCD had difficulty 
completing academic tasks and experienced issues 
in memory and concentration.10 To better 
understand how OCD impacts a student's 
academic performance, researchers should identify 
how OCD manifests among different age groups 
and assess how these differences impact academic 
achievements.  

While we do not understand how age directly 
correlates with the onset of symptoms of OCD, 
age in OCD patients is associated with increased 
symptom severity.11,12 Shahrouri analyzed OCD in 
a high school student body and found that the 
severity of symptoms of OCD was significantly 
higher for high school students than for eighth-
grade students.13 It is not clear whether these 
findings apply to adult students (>=18 years old) 

because the participants of the research were 
mainly minors from elementary to high school.13 If 
the observed increase in OCD symptom severity 
with age continues through college, students’ 
symptoms may become unmanageable or impede 
academic performance.  

However, research conducted by Pérez-Vigil et 
al. opposes this proposition.14 They found that the 
impairment of academic performance due to OCD 
appeared greatest up to the end of upper secondary 
school and was improved during university 
education.14 Individuals with OCD in college are 
more likely to obtain their degree than those with 
OCD in secondary schools.14 This improvement in 
academic performance may be caused by multiple 
factors, such as continuity of treatment, more 
freedom in the new environment, or less stress 
from academics. Future OCD research is needed 
to determine how symptom severity changes as 
students reach college age (defined in this paper as 
18 to 25 years old). Understanding students’ OCD 
severity may offer insight on the impact of OCD 
on their academic performance.  
33..  IImmppaaccttss  ooff  SSyymmppttoomm  TTyyppee  aanndd  SSeevveerriittyy  

Like other psychological disorders, the 
symptoms and severity of OCD vary between 
individuals. The broad spectrum of OCD 
symptoms and their related effects on academic life 
highlights areas of focus for future research on 
students with OCD. The current literature 
suggests a negative correlation between OCD 
presence and student academic performance.11,14-16 
Canals et al. found that subclinical OCD did not 
affect students’ academic performance.11  Loscalzo 
et al. and Findley et al. found that the type of 
symptoms exhibited by students with OCD 
impacted their academic performance.15,16 
Together, these studies indicate the significance of 
isolating different severity and symptom groups, 
such as detail checking, repetition, and self-doubt, 
when studying the impact of OCD on academic 
performance. 

Data obtained by Canals et al. and Pérez-Vigil 
et al. suggest a possible negative correlation  

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between OCD and academic performance.11,14 
Canals et al.’s study investigated the prevalence of 
OCD in Spanish primary school children, ages 8-
13, and found varying levels of severity in the 
sampled population.11 The data obtained suggests 
that the academic performance of children with 
clinical OCD was lower than the control group 
and lower than average.11 However, the academic 
performance of children with subclinical OCD, a 
diagnosis given when the child did not fully meet 
the functional impairment criteria in the 
Diagnostic and Statistical Manual of Mental 
Disorders, did not vary from the control group 
significantly.11 These results  indicate that mild 
OCD may not affect student academic life, but 
moderate to severe OCD may impair academic 
performance.11 Other studies assessing the impact 
of OCD on academic performance, such as Pérez-
Vigil et al.’s study, also found that OCD negatively 
impacts academic performance but did not account 
for symptom severity.14  

Loscalzo et al.’s research also indicates that the 
type of OCD symptoms experienced by a student 
is significant in  determining the effect of OCD on 
academic performance.15 The study conducted by 
Loscalzo et al. explores studyholism, which is 
defined as an OCD-related disorder characterized 
by obsessive studying behavior.15 Symptoms of this 
disorder reflect those typical of OCD, namely 
obsessions and compulsions, but are directed 
specifically toward studying.15  Loscalzo et al.’s 
research suggests a negative correlation between 
studyholism and academic performance in Italian 
adolescents.15 Individuals experiencing disengaged 
studyholism, categorized by high obsession with 
studying and low study engagement, reported 
lower GPAs and higher dropout intention than 
those with engaged studyholism.15 Because 
studyholism is an OCD-related disorder, this 
study suggests that determining study engagement 
levels of students is significant in understanding 
the impact of OCD on academic performance. 
However, research does not exist to support or 
refute this proposition.  

The findings on studyholism are consistent 

with the data obtained by Findley et al., which 
suggests that moderate OCD symptoms can be 
beneficial to student academic performance due to 
their increased attention to detail.16 To clarify, this 
finding does not imply that OCD is a beneficial 
condition to have, as it has the potential to cause 
dysfunction and distress in all aspects of one’s life.2 
Rather, this study suggests that OCD may not 
consistently result in decreased academic 
performance.16 By isolating specific symptoms of 
students diagnosed with OCD in the statistical 
analysis of the effect of OCD on academic 
performance, Findley et al. demonstrated that only 
certain symptoms, such as ruminative thinking, 
negatively impact academic performance.16 This 
method of symptom isolation suggests the 
possibility of OCD treatment options and 
accommodations that exclusively address the 
impairing symptoms of OCD rather than OCD 
more generally. By screening for the presence of 
individual OCD symptoms that negatively impact 
academic performance, treatments can be geared 
specifically toward alleviating these symptoms 
rather than taking a broader treatment approach. 
Focusing treatment efforts on the OCD symptoms 
that are known to be impairing for students may 
be the most efficient route to improving the 
academic performance of students with OCD.  

Although most research about OCD’s impacts 
on students’ academic achievement reveal a 
negative correlation, Findley et al.’s research 
suggests that not all OCD symptoms have a 
negative impact on academic performance.16 
Furthermore, data obtained from Canals et al., 
Loscalzo et al., and Findley et al. suggest that 
OCD can have a negative impact on academic 
performance, but also indicates that there are 
nuances to OCD severity and symptoms which 
impact academic performance in differing 
ways.11,15,16 The data obtained from these studies 
suggests the importance of investigating both 
OCD severity and isolating OCD symptoms in 
future studies, because not all severity levels and 
symptoms of OCD negatively impact academic 
performance. 

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44..  IImmppaaccttss  ooff  CCoommoorrbbiiddiittiieess  
OCD often presents itself alongside other 

psychological disorders. Additionally, symptoms 
of OCD tend to overlap with symptoms of anxiety, 
depression, schizophrenia, and other conditions.17 
Therefore, it is important to examine how 
psychological comorbidities may influence the 
academic success of students with OCD and 
account for these nuances when developing OCD 
assessments.  

Canals et al., Negreiros et al., and Jansen et al. 
each studied psychological disorders that tend to 
be comorbid with OCD.11,12,17 Jansen et al. found 
that schizophrenic disorders are major 
accompaniments to OCD.17  Canals et al. found 
that subjects with OCD tended to have anxiety 
disorders.11 In addition, Negreiros et al. found a 
high prevalence of anxiety comorbidity in children 
with OCD, which is highly correspondent to the 
findings of Canals et al.11,12 The consistency 
between these concluded anxiety rates indicates 
that OCD tends to be expressed along with other 
psychiatric disorders, especially anxiety. According 
to Canals et al., OCD with comorbid anxiety and 
other disorders was associated with less favorable 
academic performance than OCD without 
comorbidity.11 Therefore, symptoms of comorbid 
disorders or the interaction between OCD and 
comorbid disorders may also contribute to 
academic impairment for students with OCD.  

According to all three studies, OCD is often 
paired with other psychological disorders.11,12,17 A 
test designed to determine the academic 
impairment of students with OCD must account 
for the ways in which non-OCD symptoms could 
exacerbate academic difficulties. By including 
specific questions that relate to anxiety, depression, 
or schizophrenia within an OCD and academic 
impairment test, a study can identify and account 
for the impacts of disorders comorbid with OCD 
on academic performance. Standardizing this test 
also allows the influences of comorbidity to be 
assessed and reduced. By developing an assessment 
of OCD’s academic impairment that includes 

comorbidities, personalized methods of treatment 
can be implemented in response to scores on this 
test that best address the interactive, complex ways 
in which OCD impairs academic performance. 

In terms of how symptom severity relates to 
comorbidities, and to what extent, studies by 
Jansen et al., Negreiros et al., and Canals et al. 
drew similar conclusions.11,12,17 Each study found 
that the more severe one’s OCD is, the greater the 
severity of an individual’s comorbid anxiety, 
depression, or schizophrenia.11,12,17 Since 
comorbidities have a higher likelihood of 
occurrence as OCD severity increases, it is possible 
that comorbidities contribute to academic 
impairment in students with severe OCD. 

Exposure and response prevention (ERP) 
therapy, a type of CBT in which the patient is 
exposed to obsession-inducing stimuli and 
prevented from executing a compulsion, is often 
used to treat OCD.2  However, CBT in general 
has been found to improve a multitude of 
psychological disorders.2 When treating students’ 
OCD and comorbidities, CBT is an approach that 
can address the individual’s numerous 
psychological disorders for a holistic treatment.2 
By understanding the ways in which OCD 
interacts with other psychological disorders, CBT 
can be catered specifically to a student’s needs and 
address the symptoms that particularly impede 
academic performance, such as ruminative 
thinking.16 By providing holistic treatment plans 
that can address multiple psychological disorders 
of varying severities, potentially through CBT, 
students with OCD will receive optimal support in 
addressing academic impairment.  
55..  CCOOVVIIDD--1199  PPaannddeemmiicc  IImmppaaccttss  
 Common OCD obsessions, such as fear of 
contamination, and compulsions, such as excessive 
hand washing, were worsened because of the 
COVID-19 pandemic and fear of the contagious 
virus.18,19 Although research on the consequences 
of the COVID-19 pandemic are currently limited, 
studies conducted by Henein et al. and Ji et al. 

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aimed to assess the pandemic’s impact on those 
with OCD.18,19  

The existing literature suggests an increase in 
OCD prevalence and severity in response to the 
coronavirus pandemic.18,19 Henein et al. found that 
the proportion of assessments related to OCD 
increased in Child and Adolescent Mental Health 
Service (CAMHS) in London.18 Similarly, Ji et al. 
found a positive association between university 
students’ fear of COVID-19 and their score on the 
Yale-Brown Obsessive Compulsive Scale, which 
rates the severity of OCD symptoms.19 The data 
obtained from Henein et al. suggests that the 
COVID-19 pandemic increased the likelihood of 
those with a predisposition for OCD to develop 
OCD, and that it raised the severity levels of those 
with subclinical OCD to clinical OCD.18 Data 
obtained by Heinin et al. suggests that the 
COVID-19 pandemic led to increased 
deterioration in the functioning of individuals with 
OCD, which may translate into the scholastic 
setting as impaired academic performance.18 In 
addition to the lifestyle changes that intensified 
OCD symptoms, quarantining required a change 
in OCD treatment because in-person therapy 
appointments were no longer possible. The cohort 
study performed by Ji et al. suggests that the fear 
of negative events, such as a pandemic, can 
exacerbate OCD symptoms and should be 
considered in treatment plans for those with 
OCD.19  
 Popular and effective forms of therapy for 
OCD, such as ERP therapy, transitioned to an 
exclusively online model known as “telehealth”. 
One study assessed the transition of ERP therapy 
to Video Chat-ERP (VC-ERP) during the 
pandemic.20 The authors found that VC-ERP 
allowed for greater therapy access, more 
convenience, and greater family involvement in 
treatment. However, the data also suggests lower 
engagement, network connectivity issues, 
confidentiality concern, and a patient preference 
for in-person treatment are significant drawbacks 
to VC-ERP.20 Therefore, although VC-ERP has 
increased the accessibility of OCD treatment, it 

may have made treatment less efficient or attractive 
to those attempting to overcome OCD. As a 
result, students hoping to treat their OCD may 
continue to experience impaired academic 
performance due to VC-ERP’s online method of 
treatment.20  

The COVID-19 pandemic impacted the 
mental health of individuals in ways that are still 
being investigated. Available research suggests an 
increased prevalence and severity of OCD 
symptoms in response to the pandemic.18,19 As 
previously discussed, increases in symptom severity 
have been correlated to increased academic 
impairment.11,14 Therefore, the observed escalation 
in OCD severity in response to the  COVID-19 
pandemic may residually lead to decreased 
academic performance.11,14,18,19 However, more 
research and future data is needed to quantify the 
impact of the COVID-19 pandemic on the 
academic performance of students with OCD.  
66..  CCoonncclluussiioonn  

While OCD is a prevalent and widely 
researched psychological disorder, the impact of 
OCD on students is not currently well-
understood. To explore OCD’s influence on 
academic performance, this literature review 
identified and organized constituent aspects of 
OCD that affect students. Demographic factors, 
symptom severity and type, comorbidities, and the 
COVID-19 pandemic are highly influential to 
students with OCD, and therefore require further 
research.  

In the studies reviewed, demographic factors, 
such as ethnicity and age, played significant roles 
in shaping the expression of OCD symptoms and 
their impact on academic performance.6-14 
Ethnicity may influence OCD severity and 
treatment access, so research focused on ethnic 
minorities is necessary to ensure that these groups 
receive adequate support.6,7 While correlations 
between age and severity of OCD symptoms 
remain unclear, age can inform the severity of 
OCD and should be isolated or controlled for in 
future studies.8-14 Additionally, schools can 

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develop treatment or supportive strategies to best 
help students depending on their age.  

Varying OCD severity influences academic 
performance in different ways, and studies 
focusing on OCD symptoms found both positive 
and negative correlations between different OCD 
symptoms.11,16 The intricate nuances between 
severity and symptoms of OCD in relation to 
academic performance suggests a need for future 
research to establish more conclusive findings.  

Comorbidities, such as anxiety, depression, 
and schizophrenia, were found to be common 
among individuals with OCD, and their likelihood 
of occurrence was positively correlated with 
symptom severity.11,12,17 Thus, OCD assessments 
for students must include a means for identifying 
comorbidities to obtain a holistic understanding of 
the mental health of students with OCD.  

The COVID-19 pandemic negatively 
impacted students with OCD and increased OCD 
prevalence, leading to decreases in student mental 
health and daily functioning.18,19 Since this 
pandemic is relatively recent, however, the impact 
of the COVID-19 pandemic on the scholastic 
functioning of students is not yet entirely clear. 

As previously discussed, CBT is a technique 
frequently used to treat students with OCD. In 
order to ensure that this treatment fits the needs of 
a student, cognitive behavioral intervention should 
include exposure and response prevention (ERP) 
therapy because this method specifies treatment to 
each student’s personal symptoms.2 Additionally, 
such treatment plans should be designed and 
delivered in conjunction with school resources to 
provide students with the support they need in the 
school setting.13 The student’s awareness of the 
impact of OCD on their academic performance 
and a personalized treatment plan that is tailored 
to each student may reduce the severity and impact 
of one’s OCD.13 It is crucial that school staff are 
aware of a student’s OCD symptoms so that 
tailored accommodations can be made that are 
appropriate and effective for each student’s age and 
needs.8,9 Staff awareness can be increased by 

keeping open and consistent lines of 
communication between mental health 
professionals and school staff as well as providing 
education on OCD symptoms and its potential 
impact in a school setting.8,9 Delivery of treatment 
in schools also increases healthcare access for 
minority populations who are often undertreated 
and underserved.6 

Although much research has been conducted 
on the impact of OCD on the academic 
performance of students, few studies specifically 
focus on college students. Thus, given the 
influence of age on symptom severity and type, 
studies that specifically focus on this group should 
be conducted to provide effective treatment that 
will maximize their academic potential. With more 
informative research results, institutions can better 
support students with OCD in their academic 
endeavors. 
AAcckknnoowwlleeddggeemmeennttss  
We would like to thank Dr. Jason Tilan for his 
guidance on this project. We also thank those who 
reviewed our manuscript for their comments. 
RReeffeerreenncceess  

1. Pittenger, C., Kelmendi, B., Bloch, M., Krystal, J, 
Coric, V. (2005). Clinical treatment of obsessive 
compulsive disorder. Psychiatry, 2(11), 34 – 43.  

2. Harvard Medical School. (2017). National 
Comorbidity Survey (NCSSC). Department of 
Health Care Policy. 

3. United States Census Bureau. (2007). Age and sex 
composition in the United States, 2007. 
Census.gov. 

4. United States Census Bureau. (2021). Age and sex 
composition in the United States, 2021. 
Census.gov. 

5. Society of Clinical Psychology. (2017). American 
Psychological Association. What is cognitive 
behavioral therapy? Clinical Practice Guideline for 
the Treatment of Posttraumatic Stress Disorder. 
https://www.apa.org/ptsd-guideline/patients-and-
families/cognitive-
behavioral#:~:text=CBT%20therapists%20emphas
ize%20what%20is,Source%3A%20APA%20Div. 

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6. Katz, J.A., Rufino, K.A., Werner, C., McIngvale, 
E., Storch, E. (2020). OCD in ethnic minorities. 
Clinical and Experimental Psychology, 6(1), 1-6. 

7. Williams, M.T., Taylor, R.J., Himle, J.A., 
Chatters, L.M. (2017). Demographic and health-
related correlates of obsessive-compulsive 
symptoms among African Americans. Journal of 
obsessive-compulsive and related disorders, 14, 
119-126. 2017;14:119-126. 
https://dx.doi.org/10.1016/j.jocrd.2017.07.001.  

8. Helbing, M.C., and Ficca, M. (2009). Obsessive-
compulsive disorder in school-age children. The 
Journal of School Nursing, 25(1), 15-26. 
https://doi.org/10.1177/1059840508328199 

9. Leininger, M., Dyches, T.T., Prater, M.A., Heath, 
M.A. (2010). Teaching students with obsessive-
compulsive disorder. Intervention in School and 
Clinic, 45(4), 221-231. 
https://doi.org/10.1177/1053451209353447 

10. Moh’d, A. S. (2021). Obsessive-compulsive 
symptom prevalence among university students 
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https://doi.org/10.12816/0058768 

11. Canals, J., Hernández-Martínez, C., Cosi, S., 
Voltas. N. (2012). The epidemiology of obsessive–
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https://doi.org/10.1016/j.janxdis.2012.06.003 

12. Negreiros, J., Best, J.R., Vallani, T., Belschner, L., 
Szymanski, J., Stewart, S.E. (2022). Obsessive-
compulsive disorder (OCD) in the school: Parental 
experiences regarding impacts and disclosure. 
Journal of Child and Family Studies, 31(7), 1-10. 
https://doi.org/10.1007/s10826-022-02350-w 

13. Shahrouri, E.A. (2017). Prevalence of obsessive-
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interference with the students’ academic 
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http://dx.doi.org/10.15242/HEAIG/IAH031754
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14. Pérez-Vigil, A., de la Cruz, L.F., Brander, G., et 
al. (2018). Association of obsessive-compulsive 
disorder with objective indicators of educational 
attainment: A nationwide register-based sibling 
control study. JAMA Psychiatry, 75(1), 47-55. 
https://doi.org/ 
10.1001/jamapsychiatry.2017.3523 

15. Loscalzo, Y. (2021). Studyholism and study 
engagement: What about the role of perfectionism, 
worry, overstudy climate, and type of school in 
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910. https://doi.org/10.3390/ijerph18030910 

16. Findley, M.B., and Galliher, R.V. (2007). 
Associations between obsessive-compulsive 
symptoms and academic self-concept. Psi Chi 
Journal of Undergraduate Research, 12(1), 3-8. 

17. Jansen, M., Overgaauw, S., de Bruijn, E.R. (2020). 
Social cognition and obsessive-compulsive 
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functioning. Frontiers in Psychiatry, 11. 
https://doi.org/10.3389/fpsyt.2020.00118 

18. Henein, A., Pascual-Sanchez, A., Corciova, S., 
Hodes, M. (2022). Obsessive-compulsive disorder 
in treatment seeking children & adolescents 
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