![]() It is also not uncommon for university students with ADHD to present with co-occurring specific learning differences (or difficulties) (SpLDs), developmental co-ordination disorder (DCD) or dyspraxia as the former term, autism spectrum disorder (ASD), anxiety, depression, personality, eating, and substance use disorders. Table 1 lists some typical characteristics and behaviours seen in adults with ADHD, including university students. For this reason, and since the ICD-11 officially comes into effect in January 2022, in this report, reference is made to DSM-5 diagnostic requirements for ADHD in adults. In the Diagnostic and Statistical Manual version 5 (DSM-5), and the International Classification of Diseases version 11 (ICD-11), diagnostic requirements for ADHD are broadly similar. ADHD is clinically defined by persisting symptoms of inattention, hyperactivity and impulsivity that can cause functional impairments in multiple domains of daily life. The mental health and wellbeing of university students is a cause for concern, and the experience of the expert group is that emerging adults with ADHD may be particularly vulnerable during and after transitioning to university.ĪDHD is a neurodevelopmental disorder that begins in childhood and frequently persists into adulthood. ![]() Emerging adulthood is also recognised as a peak period for experimentation with substance use or high-risk sexual and other behaviours, and for the onset or exacerbation of mental health problems including self-harm and suicide. This includes leaving home to go to university, and perhaps for the first time, being independent and responsible for managing one’s own finances and dietary needs, whilst at the same time being exposed to a multitude of different worldviews and new opportunities for friendships, romances, partying and work. Institutions of higher education (HEIs or universities) are arguably designed for the kind of identity exploration that defines emerging adulthood. This transitional phase defines a critical developmental stage in life termed “emerging adulthood”. The pressure to do well academically and cope with an array of lifestyle changes, can impact on the mental health and wellbeing of university students, especially students with ADHD who are transitioning from adolescence into adulthood. Going to university can be an exciting experience, but it is also a daunting and stressful experience for new and returning students. This approach would view timely access to treatment, including reasonable adjustments and educational support, as having a positive impact on the academic performance and achievement of university students with ADHD. A multimodal approach can be adapted to support university students with ADHD. There is a need to move away from prevailing notions within higher education about ADHD being a specific learning difference (or difficulty) and attend to the urgent need for university students with ADHD to have timely access to treatment and support. Practical advice, guidance, and recommendations based on expert consensus can inform the identification of ADHD in university students, personalised interventions, and educational support, as well as contribute to existing research in this topic area. ResultsĪ consensus was reached that offers expert advice, practical guidance, and recommendations to support the medical, education, and disability practitioners working with university students with ADHD. ![]() A report on the collective analysis, evaluation, and opinions of the expert panel and published literature about the impact of ADHD on the educational outcomes of university students is presented. The UK Adult ADHD Network (UKAAN) convened a meeting of practitioners and experts from England, Wales, and Scotland, to discuss issues that university students with ADHD can experience or present with during their programme of studies and how best to address them. This consensus aims to provide an informed understanding of the impact of ADHD on the educational (or academic) outcomes of university students and highlight an urgent need for timely access to treatment and management. ADHD is a hidden and marginalised disability, and within higher education in the UK, the categorisation of ADHD as a specific learning difference (or difficulty) may be contributing to this. Mental health provision for university students with ADHD is often inadequate due to long waiting times for access to diagnosis and treatment in specialist National Health Service (NHS) clinics. Attention deficit hyperactivity disorder (ADHD) is associated with poor educational outcomes that can have long-term negative effects on the mental health, wellbeing, and socio-economic outcomes of university students.
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