Adolescents With ADHD Transitioning to College: Self-Concept and School Preparation

Students with learning disabilities/attention-deficit/hyperactivity disorder in higher education dealing with remote learning: lessons learned from COVID-19 era

“…This hypothesis was confirmed by all the adjustment measures (academic, social, emotional, and institutional) and satisfaction with life in both the pre-COVID-19 and COVID-19 samples. The differences between the groups are consistent with previous findings on the academic and psychosocial states of undergraduates with LD/ADHD (DuPaul et al, 2017) and a recent finding on students with and without LD/ADHD before the pandemic (Lipka et al, 2020). Since adjustment appears to affect higher education outcomes, including achievements and attrition (Weyandt and DuPaul, 2006), students with LD/ADHD are highly likely to drop out, making the challenge of adjustment more salient for them than for other students.…”

“…A study that assessed the adjustment of students with self-reported ADHD (with or without LD) also indicated that they had lower adjustment scores than students without LD/ADHD (Shaw-Zirt et al, 2005). Therefore, the current results are consistent with previous reports stating that ADHD is associated with a low grade-point average, increased academic difficulties, and ineffective study skills (Advokat et al, 2011;Weyandt and DuPaul, 2013;DuPaul et al, 2017). Our results also support Tinto's (1975) model and the proposition that student trajectories and academic persistence are shaped by high school and college experiences (Tinto, 2010).…”

“…The comorbidity rate for students with LD + ADHD in the K-12 population is about 31-45% (DuPaul et al, 2013). Not much is known about this population of students in college, including their transition to college and the potential impact of their comorbidity on their functioning in higher education (DuPaul et al, 2017). However, in the younger population of students, comorbid individuals have been found to have more severe learning problems than students with only LD.…”