THE TRANSITION FROM HIGH SCHOOL TO COLLEGE AND FROM FAMILY TO SEMI-INDEPENDENT LIVING can be difficult for students with ADHD. Unless ADHD is understood and handled properly, the transition can cause significant stress to both the student and his or her family.
Students who receive one-on-one coaching may be more likely to graduate from college, according to a study released from Stanford University’s School of Education. The study, published on the Web site of the National Bureau of Economic Research, may be particularly beneficial to colleges struggling to improve graduation and retention rates, says Dr. Eric Bettinger, the Stanford associate professor who co-authored the report with doctoral student Rachel Baker.
A recent study finds that coaching helps college students with ADHD improve their ability to learn and succeed in college. The research conducted at Wayne State University in Michigan is the largest and most comprehensive study of ADHD coaching conducted to-date. Research findings for the pilot study and the field-test were presented at the annual international Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD) conference on November 12, 2010. Results from the pilot study are slated to be published in the Journal of Postsecondary Education and Disability in late 2010 or early 2011.
Growing up in Edmonton, Alberta, Pete Quily always did well in school, even though he found it hard to finish some assignments. He procrastinated, was easily distracted, and had trouble managing his time. It wasn’t until he was in his early 30s and living in B.C. that he happened to notice a poster in a library that had a list of signs of attention deficit disorder on it.
Many students with ADHD struggle to be successful in college. The college day is quite unstructured compared to that of high school – students may have only 1 or 2 classes a day, with lots of “free time” in between. There are more long-range assignments, and no study halls or hovering parents making sure students are on track As a result, students with ADHD must rely more on their own abilities to regulate their behavior over time in pursuit of important goals, and they frequently have greater difficulty than their peers engaging consistently in such self-regulated behavior.