A National Cross-Sectional Study of the Characteristics, Strengths, and Challenges of College Students With Attention Deficit Hyperactivity Disorder

Abstract

Introduction: A substantial proportion of college students experience challenges transitioning from pediatrics to the adult healthcare system. Combined internal medicine and pediatrics (Med-Peds) providers are frequently tasked with facilitating this transition and promoting the health and well-being of this population. There is an increasing proportion of college students with Attention Deficit Hyperactivity Disorder (ADHD) in the U.S. This population experiences particularly pronounced challenges navigating the healthcare system and, as a result, often contends with fragmented healthcare. These issues are due to a range of factors, including lack of physician training, education, and resources, as well as a dearth of available research that can inform Med-Peds providers' efforts to support college students with ADHD.Methods: The current study compared a nationally representative sample of U.S. college freshmen with ADHD to those without ADHD on health, academic, and non-academic capacities. This study analyzed population-weighted data from the Cooperative Institutional Research Program's Freshman Survey.Results: Students with ADHD were more likely to report co-occurring conditions and feelings of depression and overwhelm. They were less likely to report emotional health that was above average or in the highest 10 th percentile. Although they reported lower overall academic aspirations, they were more likely to rate themselves in the highest 10th percentile on a range of non-academic capacities. Conclusion:The results from this study can inform efforts among Med-Peds providers seeking to promote the health and well-being of college students with ADHD.

Evidence from the Autism Transitions Research Project (2017–2022): Capstone review and services research recommendations

“…One review article noted that under‐represented study participants included autistic individuals who were women, transgender, non‐White, low income, and those with intellectual disability or with minimal speaking communication (McGhee Hassrick et al, 2021). Nine studies utilized self‐reported responses of autistic individuals (Fernandes et al, 2021; Hotez et al, 2022; McGhee Hassrick et al, 2020; Song, Nonnemacher, Miller, Anderson, & Shea, 2022; Song, Salzer, Nonnemacher, Miller, & Shea, 2022; Song, Salzer, Nonnemacher, & Shea, 2022; Sosnowy et al, 2018; Sosnowy et al, 2019; Steinberg et al, 2022). Six articles included autistic co‐authors on the writing team (Lord et al, 2022; Roux et al, 2019; Roux, Rast, Anderson, et al, 2020; Roux, Rast, Garfield, et al, 2020; Shattuck et al, 2020; Steinberg et al, 2022).…”

“…Lower access to post‐secondary education supports was related to lower likelihood of employment following Vocational Rehabilitation services (Rast et al, 2020). Presence of mental and physical health issues was related to academic issues in postsecondary education (Fernandes et al, 2021; Hotez et al, 2022).…”

Exploring the Learning Experiences of Neurodivergent College Students in STEM Courses

“…At the same time, there is an increasing prevalence of ADHD among college students. The prevalence of ADHD was estimated to be 5.6% based on a nationally representative sample of first-year US college students (Hotez et al, 2022), while a cross-national WHO World Mental Health Survey reported that 18.8% of the US college freshmen in the sample screened positive for ADHD (Mak et al, 2022). The increasing enrollment of neurodivergent students in higher education underscores the necessity to understand and support their unique experiences and needs.…”

“…Specifically, autistic college students face challenges such as anxiety, depression, loneliness, and marginalization (Anderson et al, 2017;Fernandes et al, 2021;Gelbar et al, 2014). Similarly, students with ADHD encounter difficulties with social relationships and adjustment to college life (Weyandt & DuPaul, 2008), and are more likely to report feelings of depression and being overwhelmed (Hotez et al, 2022).…”

Exploring the learning experiences of neurodivergent college students in STEM courses

“…Specifically, autistic college students face challenges such as anxiety, depression, loneliness and marginalization (Anderson et al., 2017; Fernandes et al., 2021; Gelbar et al., 2014). Similarly, students with ADHD encounter difficulties with social relationships and adjustment to college life (Weyandt & DuPaul, 2008), and are more likely to report feelings of depression and being overwhelmed (Hotez et al., 2022). From parents' perspective, the perceived challenges for autistic college students include self‐advocacy, managing emotions and managing personal/adaptive skills, while the perceived challenges for students with ADHD are primarily attention and time management (Elias & White, 2018).…”