Feeling Lost About ADHD?

 If you feel as if you are seeing an increase in ADHD accommodation letters in your classes, you are not alone. ADHD is one of the most common neurodevelopmental disorders. In 2017, the National Institute of Mental health estimated that 11% of children have some form of ADHD, a number which has increased by 42% since 2003.[i]While we often associate ADHD with children, research also shows an increase in the rates of adults receiving ADHD diagnosis[ii]with fewer than help receiving treatment and about one quarter receiving medication.[iii] This increase shows up in the college classroom as more children and adults receive ADHD diagnosis. Where I once saw one Student Disability Services letter requesting ADHD learning accommodations every other year, now I routinely have 5 or more each semester with a larger number coming in the middle of the semester from students only getting their first diagnosis in college. Students with ADHD often experience significant challenges as they transition from high school to college.[iv]This may include difficulty managing time without structure, fewer opportunities for test preparation, and difficulties studying independently.[v] The increase in diagnosis and request for accommodations makes it critical to understand ADHD, its symptoms, treatments, and how it affects college learning, yet because ADHD is not visible, students are more likely to face prejudice from both professors.[vi]While having a deep understanding of a student disability is not as important as developing a positive working relationship with students[vii] having a fundamental understanding of what ADHD is, how it affects student learning, and how students manage it can help faculty create teaching and learning strategies for their classrooms
   

[i]Attention-Deficit/Hyperactivity Disorder (ADHD). (2017). National Institute of Mental Health https://www.nimh.nih.gov/health/statistics/attention-deficit-hyperactivity-disorder-adhd

[ii] Chung W, Jiang S, Paksarian D, et al. Trends in the Prevalence and Incidence of Attention-Deficit/Hyperactivity Disorder Among Adults and Children of Different Racial and Ethnic Groups. JAMA Netw Open. 2019;2(11):e1914344. doi:10.1001/jamanetworkopen.2019.14344

[iii] Bernardi, S., Faraone, S., Cortese, S., Kerridge, B., Pallanti, S., Wang, S., & Blanco, C. (2012). The lifetime impact of attention deficit hyperactivity disorder: Results from the National Epidemiologic Survey on Alcohol and Related Conditions (NESARC). Psychological Medicine, 42(4), 875-887. doi:10.1017/S003329171100153X

[iv]DuPaul, Pinho, T. D., Pollack, B. L., Gormley, M. J., & Laracy, S. D. (2017). First-Year College Students With ADHD and/or LD: Differences in Engagement, Positive Core Self-Evaluation, School Preparation, and College Expectations. Journal of Learning Disabilities, 50(3), 238–251. https://doi.org/10.1177/0022219415617164

[v] Morgan, K (2012). The college transition experience of students with ADHD. ProQuest Dissertations Publishing.

[vi]Rush. (2011). “She’s too smart to have ADHD”: Faculty willingness to accommodate students with ADHD at elite postsecondary institutions. ProQuest Dissertations Publishing. P 27

[vii]IBiD p. 29.