Older adolescents with Attention Deficit Hyperactivity Disorder (ADHD) often struggle as they make the transition to college. Loss of parental supervision and structure, variable course schedules and the freedom and distractions of campus life can lead to health-risk behaviours for the college student with ADHD. The purpose of this study was to determine factors that help, as well as hinder, college students with ADHD as they learn to cope with everyday challenges of life and academics once they leave the structure and support of their parents' home. Investigators conducted semi-structured qualitative interviews with 15 college students with ADHD. Follow-up interviews confirmed and validated information obtained during initial interviews. In-depth qualitative analysis of transcribed interviews resulted in identification of three global themes: gaining insight about ADHD, managing life and utilizing sources of support. Each global theme contains factors that hinder, as well as factors that help the college student with ADHD. The factors that college students described as helping and hindering their transition to college can serve as the basis for interventions to educate and empower younger adolescents with ADHD well in advance of their transition to college.

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The current emphasis on educational accountability and improvement of standardized test scores has mandated close examination of resource allocation. There is a need to appreciate an expanded role for the school nurse, as the provision of healthcare services in the school will afford children an increased capacity to learn, thus improving school performance.