Rising to the challenge : the educational trajectories of female university students diagnosed with ADHD in adulthood

Abstract

Although ADHD is often associated with lower academic attainment, some women manage to reach higher education with undiagnosed ADHD throughout their childhood. This study explores the educational trajectories of five female university students, who received an ADHD diagnosis in adulthood. Through semi-structured interviews, participants reflected on their experience of navigating the educational system without formal recognition or support. Using reflective thematic analysis, six key themes were identified. First, participants described invisible struggles that caused academic, social, emotional and mental health challenges, going unnoticed. Second, in the absence of formal support, they survived the system by developing personal coping strategies, retrospectively identifying what might have helped them earlier. Third, their paths to university were non-linear, marked by transitions, delays and detours. Despite these obstacles, participants persisted against the odds, driven by passion and goals. Finally, receiving an adult diagnosis of ADHD allowed them to make sense of their past experiences, while also highlighting the importance of support in shaping their educational journey. This research contributes to the limited international and local literature on the educational experiences of females with undiagnosed ADHD reaching higher education, offering new insights into their academic paths, challenges, resilience and needs. Such insight can also enable more timely and tailored support for females with ADHD.