Prevalence and associated factors of ADHD symptoms among higher education students in Southern Ethiopia

Adult Attention-Deficit/Hyperactivity Disorder (ADHD), a neurodevelopmental condition originating in childhood, manifests as persistent inattention and/or hyperactivity-impulsivity, affecting occupational and daily functioning. This study examined the prevalence and associated factors of ADHD symptoms among higher education students in southern Ethiopia, aiming to elucidate the challenges faced by this population and inform targeted support strategies.

This cross-sectional study was conducted from November to December 2024 among undergraduate students at Dilla University. ADHD symptom severity was assessed using the self-reported Adult ADHD Self-Report Scale (ASRS-v1.1). A random sampling technique was employed to select participants, and a self-administered questionnaire was used to collect data. Descriptive statistics were used to summarize the results, and multivariate logistic regression analysis was performed to identify variables associated with ADHD symptoms.

A total of 513 respondents participated in the current study. Of all respondents, 218 (42%) were female. The mean grade point average (GPA) of respondents was 3.43, and 218 (42%) scored above this average. The prevalence of High ADHD symptoms among these higher education students was 25.1% (95% CI: 22.1%-27.7%). Compared to students with low ADHD symptoms, students with High symptoms were more likely to live in rural areas, have a current grade point average (GPA)< 3.43, study for less than four hours during exam periods, have a history of childhood infections, experience greater test anxiety, show poor cognitive function scores, and engage in high social media use.

This study revealed that one in four students experienced High ADHD symptoms, and identified some of the associated potentially modifiable factors among university students attending Dilla University, southern Ethiopia. These findings suggest the need to screen for ADHD symptoms and explore their role in the academic success of university students. Interventions should address psychosocial and cognitive aspects of academic outcomes in higher education students in low-resource settings. Moreover, multicenter and interventional studies with larger samples are warranted to validate these results and optimize intervention strategies.