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College students with Attention-Deficit/Hyperactivity Disorder (ADHD) show significant challenges in college readiness compared to their peers. Early interventions are crucial to address these specific skill deficits and improve academic success.

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Area of Science:

  • Neurodevelopmental Disorders
  • Higher Education Studies
  • Educational Psychology

Background:

  • Attention-Deficit/Hyperactivity Disorder (ADHD) significantly impacts various life domains, including higher education.
  • Students with ADHD often face academic challenges such as lower GPAs, longer graduation times, and higher dropout rates.
  • College readiness encompasses self-determination, academic, and daily living skills, areas potentially affected by ADHD characteristics.

Purpose of the Study:

  • To investigate and compare college readiness between undergraduate students with and without ADHD.
  • To identify specific areas where students with ADHD may be less prepared for the demands of college.

Main Methods:

  • Comparative study design.
  • Assessment of college readiness components in undergraduate students.
  • Analysis of differences between students diagnosed with ADHD and those without.

Main Results:

  • Undergraduates with ADHD demonstrated lower overall college readiness compared to their non-ADHD peers.
  • Specific deficits in self-determination, academic skills, and daily living skills were observed in students with ADHD.
  • These findings highlight a general unpreparedness for college-level expectations among students with ADHD.

Conclusions:

  • Students with ADHD require targeted interventions before or during their early college years.
  • Further research is needed to pinpoint precise skill deficits and develop effective ameliorative strategies.
  • Addressing these readiness gaps is essential for supporting the academic success of college students with ADHD.