Success in the margins: Australian female students and educators with attention deficit hyperactivity disorder (ADHD) navigating neurodiversity in academia and work

Kathryn Gibbs; Andrea Bialocerkowski

doi:10.1080/09638288.2026.2676064

May 24, 2026Disability and RehabilitationOpen Access

Success in the margins: Australian female students and educators with attention deficit hyperactivity disorder (ADHD) navigating neurodiversity in academia and work

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Key Points

This research aims to understand the experiences of Australian female students and educators with ADHD in academic and work settings.
Semi-structured individual interviews conducted with female participants, including preservice teachers and postgraduate students.
Thematic analysis used to identify five key themes in the data collected.
Participants faced internal challenges and emotional struggles in higher education and the workplace.
Personalized tools and adaptive measures were frequently used to enhance success.
Interpersonal relationships and systemic factors were crucial in shaping the opportunities and barriers faced.

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Implication

Qualitative analysis explores challenges and strategies for success in academia and work for females with ADHD, suggesting ways for institutions to foster inclusion.

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Cite This Study

Gibbs et al. (2026) studied this question.

synapsesocial.com/papers/6a1689510c924ddd1bd580a8 https://doi.org/10.1080/09638288.2026.2676064

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Success in the margins: Australian female students and educators with attention deficit hyperactivity disorder (ADHD) navigating neurodiversity in academia and work

Key Points

No abstract yet

Ask about this paper

Implication

Discussion

Cite This Study

Success in the margins: Australian female students and educators with attention deficit hyperactivity disorder (ADHD) navigating neurodiversity in academia and work

Key Points

No abstract yet

Ask about this paper

Implication

Discussion

Cite This Study

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