The university experience of female ADHD students from their perspective: cross-sectional findings from two Australian universities

More female ADHD students are entering higher education than previously. To date, the experiences of university for this student group are largely unknown. We explored what university is like for 20 female ADHD students across two universities in Queensland, Australia. Data from semi-structured individual interviews were analysed using reflexive thematic analysis. Three major themes were developed, which were self-awareness, strengths, and strategies; external and internal challenges; and relational capital and support networks. Findings showed the importance of understanding these students’ perspectives, the diversity across their experiences and strategies, and how assumptions and supports tailored for males might not address the impacts of ADHD on female students at university. These data help to expand this important area of research to ensure that female ADHD students continue to realise successful university and career outcomes. Additionally, the findings could help shape policies and practices to promote inclusivity and a supportive environment for neurodivergent students in universities.