University students with attention deficit hyperactivity disorder (ADHD): a consensus statement from the UK Adult ADHD Network (UKAAN)

Sedgwick-Müller, Jane A.; Müller-Sedgwick, Ulrich; Adamou, Marios; Catani, Marco; Champ, Rebecca; Gudjónsson, Gísli; Hank, Dietmar; Pitts, Mark; Young, Susan; Asherson, Philip

doi:10.1186/s12888-022-03898-z

Cited by 70Attention Deficit Hyperactivity DisorderDisability Education and EmploymentDevelopmental and Educational Neuropsychology

University students with attention deficit hyperactivity disorder (ADHD): a consensus statement from the UK Adult ADHD Network (UKAAN)

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Sedgwick-Müller, Jane A., Müller-Sedgwick, Ulrich, Adamou, Marios, Catani, Marco, Champ, Rebecca, Gudjónsson, Gísli, Hank, Dietmar, Pitts, Mark +2 more·2022·BMC Psychiatry

DOI 10.1186/s12888-022-03898-zPMC PMC9027028

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Abstract

Background: Attention deficit hyperactivity disorder (ADHD) is associated with poor educational outcomes that can have long-term negative effects on the mental health, wellbeing, and socio-economic outcomes of university students. Mental health provision for university students with ADHD is often inadequate due to long waiting times for access to diagnosis and treatment in specialist National Health Service (NHS) clinics. ADHD is a hidden and marginalised disability, and within higher education in the UK, the categorisation of ADHD as a specific learning difference (or difficulty) may be contributing to this. Aims: This consensus aims to provide an informed understanding of the impact of ADHD on the educational (or academic) outcomes of university students and highlight an urgent need for timely access to treatment and management. Methods: The UK Adult ADHD Network (UKAAN) convened a meeting of practitioners and experts from England, Wales, and Scotland, to discuss issues that university students with ADHD can experience or present with during their programme of studies and how best to address them. A report on the collective analysis, evaluation, and opinions of the expert panel and published literature about the impact of ADHD on the educational outcomes of university students is presented. Results: A consensus was reached that offers expert advice, practical guidance, and recommendations to support the medical, education, and disability practitioners working with university students with ADHD. Conclusions: Practical advice, guidance, and recommendations based on expert consensus can inform the identification of ADHD in university students, personalised interventions, and educational support, as well as contribute to existing research in this topic area. There is a need to move away from prevailing notions within higher education about ADHD being a specific learning difference (or difficulty) and attend to the urgent need for university students with ADHD to have timely access to treatment and support. A multimodal approach can be adapted to support university students with ADHD. This approach would view timely access to treatment, including reasonable adjustments and educational support, as having a positive impact on the academic performance and achievement of university students with ADHD.

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Neurodivergent students face disproportionately high barriers to completing postsecondary education, with long-term interruptions such as burnout being a common outcome.
“Neurodivergent students face disproportionately high barriers to completing postsecondary education, with long-term interruptions such as burnout being a common outcome [32, 70, 79].”
From Burnout by Design: How Digital Systems Overburden Neurodivergent Students in Higher Education (2025) · cites this paper as [70]
The Background says a significant majority of university students with ADHD experience academic difficulties, and the Discussion & conclusion says ADHD can adversely affect retention and progression. A Background table lists fatigue or burn-out among associated behaviours, but the paper does not establish that burnout commonly causes long-term interruptions in study. Its findings also concern students with ADHD, not neurodivergent students generally. The indexed passages provide no page numbers. (LLM, conf=0.86)
Experimental — accuracy not yet measured
As a result of internalising neurodivergent traits and stress, unsupported neurodivergent adults are at risk for co-morbid mental health disorders such as anxiety, depression, and post-traumatic stress, and suicide.
“As a result of internalising neurodivergent traits and stress [72], unsupported neurodivergent adults are at risk for co-morbid mental health disorders such as anxiety, depression, and post-traumatic stress [6, 47, 70] and suicide [35].”
From Burnout by Design: How Digital Systems Overburden Neurodivergent Students in Higher Education (2025) · cites this paper as [70]
In “Recommendation 3. ADHD and mental health conditions” (page unavailable), the paper says anxiety and depression may reflect a stress response to ADHD-related impairments. The section on differences between ADHD and other mental health conditions also describes internalising symptoms in females with ADHD. It does not say that internalising neurodivergent traits causes the stated risks, and its discussion is chiefly about people with ADHD rather than unsupported neurodivergent adults generally. (LLM, conf=0.78)
Experimental — accuracy not yet measured
Many unsupported neurodivergent adults develop poor self-esteem and struggle to maintain relationships.
“Many unsupported neurodivergent adults develop poor self-esteem and struggle to maintain relationships [70]”
From Burnout by Design: How Digital Systems Overburden Neurodivergent Students in Higher Education (2025) · cites this paper as [70]
In Results and consensus outcome, the section on ADHD and other mental health conditions links emotional lability in adults with ADHD to low self-esteem and says university students with ADHD may have difficulty maintaining social relationships. It does not establish these outcomes for neurodivergent adults generally or attribute them to a lack of support. The indexed passages provide no page numbers. (LLM, conf=0.88)
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University students with attention deficit hyperactivity disorder (ADHD): a literature review
Sedgwick, J. (2017) · Irish Journal of Psychological Medicine · doi:10.1017/ipm.2017.20 · Cited by 76 · see citing works
Self-citation
The impact of ADHD on the educational outcomes of university students
Sedgwick-Müller, J. A. (2017) · Research Portal (King's College London)
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ADHD in Higher Education
Sedgwick-Müller, J. A. (2025) · Routledge eBooks · doi:10.4324/9781003495925-4
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Failure of Healthcare Provision for Attention-Deficit/Hyperactivity Disorder in the United Kingdom: A Consensus Statement
Young, S., Asherson, P. J., Lloyd, T., Absoud, M., Arif, M., Colley, W., Cortese, S., Cubbin, S., Doyle, N., Dunn-Morua, S., et al. (2021) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2021.649399 · Cited by 121 · see citing works
Self-citation
The impact of inattention, hyperactivity and impulsivity on academic achievement in UK university students
Pope, D. J. (2010) · Journal of Further and Higher Education · doi:10.1080/0309877x.2010.484053 · Cited by 18 · see citing works

Authors: Sedgwick-Müller, J. A., Müller-Sedgwick, U., Adamou, M., Catani, M., Champ, R., Gudjónsson, G., Hank, D., Pitts, M., Young, S., & Asherson, P.
Affiliations: King's College London (GB)
University of Cambridge (GB)
University of Huddersfield (GB)
Avon and Wiltshire Mental Health Partnership NHS Trust (GB)
South London and Maudsley NHS Foundation Trust (GB)
Reykjavík University (IS)
Corresponding author: Sedgwick-Müller, Jane A.
ORCID: Sedgwick-Müller, Jane A.
Müller-Sedgwick, Ulrich
Adamou, Marios
Catani, Marco
Champ, Rebecca
Hank, Dietmar
Young, Susan
Asherson, Philip
Venue: BMC Psychiatry
Publisher: Springer Science and Business Media LLC
Published: 2022-04-22
Volume: 22
Issue: 1
Pages: 292-292
ISSN: 1471-244X (ISSN-L)
DOI: 10.1186/s12888-022-03898-z
PMC: PMC9027028
OpenAlex: W4224300682
Cited by: 70
References: 189
Citations by year: 2026: 20 · 2025: 22 · 2024: 19 · 2023: 8 · 2022: 1
FWCI: 8.15
Type: journal article
Language: en
Open access: gold
doi.org
Licence: cc-by
creativecommons.org/licenses/by/4.0 (tdm)
creativecommons.org/licenses/by/4.0 (vor)
Locations: BMC Psychiatry (publishedVersion, cc-by)
PubMed Central (publishedVersion, cc-by)
PubMed (publishedVersion)
Research Portal (King's College London) (publishedVersion, other-oa)
DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Apollo (University of Cambridge) (submittedVersion, cc-by)
Apollo
Topics: Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
Social Sciences › Safety Research › Disability Education and Employment
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords: attention deficit hyperactivity disorder, university students, higher education, educational outcomes, reasonable accommodation, educational support, access to treatment, student mental health, hidden disabilities, multimodal intervention, expert consensus recommendations
MeSH terms: Adult, Attention Deficit Disorder with Hyperactivity, United Kingdom, Humans, State Medicine, Students, Universities

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University students with attention deficit hyperactivity disorder (ADHD): a consensus statement from the UK Adult ADHD Network (UKAAN)

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