Academic Experiences and Emotional Perspectives of College Students With ADHD: An Interpretive Analysis

Abstract

The landscape of higher education has evolved to include students from diverse economic, cultural, and neurodiverse backgrounds. A notable increase has been observed in the enrollment of students with disabilities, including Attention Deficit Hyperactivity Disorder (ADHD). This Interpretative Phenomenological Analysis (IPA) qualitative study explored the experiences of college students with ADHD and their perceptions of the accommodations and support offered by higher education institutions. Although there are support services, a significant number of students with ADHD do not utilize them, raising questions about the effectiveness of existing accommodations and support systems. This study adopted a qualitative approach, employing in-depth interviews and data analysis techniques rooted in IPA. By directly engaging with individuals affected by ADHD, this research aimed to capture their unique perspectives and narratives surrounding their collegiate journey. The data analysis process involved open coding and Interpretative Phenomenological Analysis (IPA), allowing new insights and understandings to emerge. By exploring lived experiences, this study provided a comprehensive understanding of the challenges faced by students with ADHD in higher education. This research identified factors contributing to the underutilization of available support services to support the academic success of ADHD college students. The findings of this study may contribute to the development of evidence-based practices for informing educators, administrators, and policymakers to refine their policies and interventions to meet the needs of students with ADHD, ultimately enhancing their collegiate journey and promoting inclusivity within higher education. By giving voice to the experiences of individuals with ADHD, this research potentiates bridging the gap between the lived realities of these students and the existing practices within higher education institutions.