Health and Community Services, Government of Jersey, St Helier, Jersey. Social, Genetic & Developmental Psychiatry, Institute of Psychiatry, Psychology & Neuroscience (IoPPN) & Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care (FNFNM), King's College London, London, UK.
Adult Neurodevelopmental Service, Health and Community Services, Government of Jersey, St Helier, Jersey. Department of Psychiatry, University of Cambridge, Cambridge, UK.
BMC Psychiatry. 2022 Apr 22;22(1):292. doi: 10.1186/s12888-022-03898-z.
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.
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.
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.
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.
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.
注意力缺陷多动障碍（ADHD）与较差的教育成果相关，这可能对大学生的心理健康、幸福感和社会经济成果产生长期的负面影响。由于在专科国家医疗服务（NHS）诊所获得诊断和治疗的等待时间长，因此，为患有 ADHD 的大学生提供心理健康服务往往不足。ADHD 是一种隐性和边缘化的残疾，在英国的高等教育中，将 ADHD 归类为特定学习差异（或困难）可能对此有所贡献。
本共识旨在深入了解 ADHD 对大学生教育（或学业）成果的影响，并强调及时获得治疗和管理的迫切需求。
英国成人 ADHD 网络（UKAAN）召集了来自英格兰、威尔士和苏格兰的从业者和专家开会，讨论患有 ADHD 的大学生在学习期间可能遇到或表现出的问题，以及如何最好地解决这些问题。本文报告了专家小组的集体分析、评估和意见，以及有关 ADHD 对大学生教育成果影响的已发表文献。
达成了一项共识，即提供专家建议、实用指导和建议，以支持与患有 ADHD 的大学生合作的医疗、教育和残疾从业者。
基于专家共识的实用建议、指导和建议可以为识别大学生中的 ADHD、个性化干预和教育支持提供信息，并为该主题领域的现有研究做出贡献。需要摒弃高等教育中 ADHD 是特定学习差异（或困难）的普遍观念，并关注 ADHD 大学生及时获得治疗和支持的迫切需求。可以采用多模式方法来支持患有 ADHD 的大学生。这种方法将及时获得治疗（包括合理调整和教育支持）视为对 ADHD 大学生的学业表现和成就产生积极影响的因素。
