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Students admitted to university who fail: hidden disabilities affecting students' performance
A M Pottinger1, F La Hee, K Asmus
1Department of Obstetrics, Gynaecology and Child Health, The University of the West Indies, Mona, Kingston 7. pottsie@cwjamaica.com
Objective:
To compare grade point averages and social adjustment and academic difficulties of students with or without a hidden disability at The University of the West Indies, Mona, Jamaica.
Methods:
Comparison groups were identified through The University of the West Indies (UWI) Health Centre, peer-counselling training programme and an undergraduate class. The 165 participants completed a checklist on health, social and academic concerns and provided a copy of their transcripts. Students were screened for hidden disabilities including attention deficit hyperactivity disorder (ADHD) and psychiatric morbidity.
Results:
Students with hidden disabilities consistently performed poorer academically than their non-disabled peers, and students with ADHD performed the worst. The high levels of distress common to students with a hidden disability may explain the difference in performance between them and non-disabled students. Students'ability to manage their time, irrespective of having a disability, was singled out as important for obtaining good grades.
Conclusions:
Potentially brilliant students are at risk of failing out of university because of hidden disabilities and the associated emotional and social challenges.
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