A 2024 study by Dr Jessica Riordan, project leader of the University of Melbourne’s Neurodiversity Project, found 315 out of 539 students identified having Attention-Deficit/Hyperactivity Disorder (ADHD). Despite this ratio, only 40 percent reported having a learning adjustment plan to support them through their studies.

This gap in support raises concern, given ADHD has been identified by experts as the most common form of neurodevelopmental disorder among children and adolescents. While there are fewer statistics for adults, university students are affected by symptoms such as impaired motivation and the ability to get easily distracted.

In 2023, a senate inquiry into barriers for support services for people with ADHD found around 3 million prescriptions for stimulant medications were issued to 400,000 Australians.

These national figures highlight the scope of treatment.

For RMIT Arts student Malayna Ng, her medication is vital for maintaining focus and keeping up with studies while managing the condition at university. Without it, she struggles to complete work despite deadlines and stress.

“Sometimes I won’t do it at all and miss entire assignments,” she says.

Most universities offer support services and adjustments for neurodiverse students. However, accessing formal support services hasn’t been a major focus for Ng, despite describing her campus as inclusive and supportive. In fact, being part of a faculty where many peers and teachers identify as neurodivergent, has also helped create a strong sense of belonging.

“A lot of my teachers have ADHD, so they’ll be straight up, ‘Hey guys, I have ADHD. If you need advice, I can help you,’” she says.

While Ng’s experience highlights the personal impacts of ADHD on students, experts are working to tackle the broader challenges.

In 2023, the Australian ADHD Professionals Association (AADPA) received government funding to develop guidelines on effective treatments. A central aim in this initiative was to improve clarity around effective interventions.

Professor Mark Bellgrove, AADPA founder, says the guidelines emphasised stimulant medications, which continue to be one of the more effective ways to manage symptoms. In a university context, Bellgrove says ADHD should be recognised as the disability it is and accommodations should be made for students based on their needs.

“Whether that be increased time, breaks or whatever it might require for them to perform at their best.”

These accommodations have become common at universities in recent years, with students being able to obtain adjusted learning plans, but it has taken some time.

“I think most university and school settings are dealing with that a lot better than they used to,” he says.

While awareness is growing, services in universities vary. Counselling and AccessAbility+ inclusion programs are common – but their existence is a mystery to some students. Kelly Bramston, team leader of Swinburne University AccessAbility, finds awareness around support is a reoccurring challenge. Her role involves contacting students personally, checking in and communicating that her team are always there to assist. She emphasises a need for students to reach out when things are going wrong, not just when they are succeeding.

“We need to hear from you when things are going badly … to understand what’s happening and how we can help” she says.

On reflection, Bramston says improving her team’s awareness and efficiency would benefit AcessAbility’s services. Encouraging students to seek help even when they feel a situation is “beyond recovery” is also important. Many universities are now understanding the value of these services and acting accordingly.

Dr Matthew Harrison, a fellow member of Melbourne’s Neurodiversity Project, highlighted the significant challenges neurodivergent students and staff face when accessing support.

“Institutions are looking to us now and saying, ‘Hey, if Melbourne’s doing this (and are known to be slow movers in terms of some things), we should be doing this too’,” he says.

Students with ADHD not only face challenges with their daily symptoms, but in navigating a system slowly improving its resources. While medication and supportive peers play a role, access to formal support is just as crucial. As more universities adapt, discussions on the future of ADHD support in education are becoming more widespread.

“Lots of disability services are now dealing with ADHD in a much better way,” Professor Bellgrove says.

“I think the language that should be adopted is very much a strengths-based one, focusing on what folks with ADHD can do, rather than always looking at the deficits.”

Article: Alex Osborne is a third-year Bachelor of Arts student at La Trobe University. You can follow her on twitter at @aosbo999.

Photo ‘People wearing backpacks’ by Stanley Morales found HERE and used under a Creative Commons License. This image has not been modified.