Living and Learning with ADHD: From Struggles to Strengths in College Life

Chris Spadaccino | Crisis Counselor | Guest Writer
May 10
5 min read

ADHD, or Attention-Deficit/Hyperactivity Disorder, is a common neurodevelopmental condition that affects both children and adults. It is characterized by ongoing patterns of inattention, hyperactivity, and impulsivity that are more frequent or severe than typically observed in people at a similar stage of development.

Living and Learning with ADHD: From Struggles to Strengths in College Life

Individuals with ADHD may have trouble focusing on tasks, following instructions, organizing activities, or remembering details. They might also be restless, fidgety, or talk excessively, and often act without thinking, interrupt others, or have difficulty waiting their turn. ADHD symptoms usually appear in childhood and can continue into adulthood, impacting academic achievement, work performance, relationships, and self-esteem.

ADHD is presented in three different subtypes:

Combined presentation (ADHD-C): Both inattentive and impulsive/hyperactive symptoms
Predominantly inattentive presentation (ADHD-I): inattentive but no impulsivity/hyperactivity symptoms
Predominantly hyperactive/impulsive presentation (ADHD-HI): impulsive/hyperactive symptoms but not inattentiveness

The disorder is not caused by laziness or lack of intelligence.

ADHD in College Students

Recent studies suggest that approximately 5.6% of U.S. college students report having ADHD, slightly higher than the general population prevalence of 4%. Some international surveys suggest rates may be even higher, with one study indicating roughly 16% of college freshmen worldwide have ADHD.

Many college students navigate higher education while managing ADHD symptoms. The college environment demands skills at a time when students have less external support. Success in college requires self-management skills, which is exactly what ADHD students struggle with the most: planning, prioritizing, and resisting temptations and distractions. Meeting these demands can be overwhelming while struggling with ADHD symptoms.

Research indicates that 58% of students with ADHD have at least one additional condition, while 30% have two or more additional conditions. These often include:

Depression and feelings of being overwhelmed
Anxiety disorders
Learning disabilities
Substance use disorders

Despite these obstacles, many students with ADHD are not only coping—they're learning how to thrive, especially with support systems and self-understanding.

The Often-Overlooked Strengths of the ADHD Brain

While ADHD is often characterized by difficulty maintaining attention, many individuals with ADHD experience periods of “hyperfocus,” an ability to concentrate intensely on engaging tasks for extended periods. For college students, this ability can translate to exceptional productivity when channeled toward academic interests.

Additionally, there is a strong link between ADHD and enhanced creativity. Research in the Netherlands involving 1,000 college students demonstrated that people with ADHD tend to be more creative. ADHD brains often make unique connections between pieces of information, leading to innovative thinking and problem-solving. Those with ADHD find themselves exploring various possibilities and making unexpected connections.

These traits, when nurtured, can become not just coping mechanisms, but superpowers.

Click to Learn About Quick and Easy Mindfulness Routine for Busy College Students

A Firsthand Account of Inattentiveness and Discovery

Growing up I always had issues of inattentiveness, I found it impossible to focus in class and absorb what the teacher was saying. It felt like I couldn’t pay attention for more than a minute without zoning out, only to come back to the end of the lecture. This left me feeling as if I wasn’t as smart as the other students. Why can they so easily pay attention and understand, while I’m left frantically putting together pieces of broken notes the night before the test, attempting to figure out whatever I can.

I didn’t realize I had ADHD until I learned about the different subtypes. I thought that to have ADHD, I needed to be hyperactive and energetic, until I learned about the inattentive ADHD type. This led to a whole different understanding of myself, being able to embrace those parts and figuring out a way to use them positively.

When Interest Drives Attention

One of the things I have difficulty with is paying attention to tasks that I am uninterested in. For example, in high school, paying attention in math class was nearly impossible because I felt that math was not the career I was going to pursue. I feel this is an experience that others with ADHD can resonate with, but every academic course is important.

I found that I have a passion for psychology, and to pursue that passion, success in every course is crucial. With that thought in mind, while difficult, it helped me relate to those general classes more and greatly improved my focus.

Practical Tools That Changed Everything: My Study Strategy

Also, studying is something I had trouble with, so I came up with a routine that maximized my focus. To truly understand something, I need to break it down from the beginning and understand the why aspect of how something works the way it does. Without that level of structure, it hurts my comprehension ability.

The act of sitting down and studying is also one that requires a lot of effort, but there is a certain routine that I follow that allows me to enter that focus mode and study for several hours.

Here’s what works for me:

Firstly, I need to be in a comfortable environment with few distractions, dim the lights, have my phone away, and eliminate any background noise.
Secondly, I put on my headphones and listen to music that helps get out the distractions in my head, what works best for me are light 12–100 Hz frequencies.
Finally, I’ll use the Pomodoro method, which is a set amount of time (I use 30 minutes) and work until the timer goes off, then take a short break before resuming studying.

Using these methods, I’ve been able to maintain a 4.0 GPA throughout college, an enormous change from my high school struggles. This goes to show: managing ADHD is possible, and success is within reach.

Closing Thoughts

If you are dealing with the struggles of ADHD in school, it doesn’t have to define your potential. This story isn’t just mine—it’s one many students are quietly living every day. Know that your brain is not broken. It’s wired for a different kind of brilliance. You are capable of incredible things.

Reference:

Hotez, E., Rosenau, K. A., Fernandes, P., Eagan, K., Shea, L., & Kuo, A. A. (2022). A national cross-sectional study of the characteristics, strengths, and challenges of college students with attention deficit hyperactivity disorder. Cureus, 14(1), e21520. https://doi.org/10.7759/cureus.21520

Mak, A. D. P., Lee, S., Sampson, N. A., Albor, Y., Alonso, J., Auerbach, R. P., Baumeister, H., Benjet, C., Bruffaerts, R., Cuijpers, P., Ebert, D. D., Gutierrez-Garcia, R. A., Hasking, P., Lapsley, C., Lochner, C., & Kessler, R. C. (2021). ADHD comorbidity structure and impairment: Results of the WHO World Mental Health Surveys International College Student Project (WMH-ICS). Journal of Attention Disorders. https://doi.org/10.1177/10870547211057275

Chris Spadaccino

Crisis Counselor | Guest Writer of Moody Melon Magazine

I’m a junior at Texas State University majoring in Psychology. I’m passionate about supporting others on their mental health journeys and deeply believe that no matter where someone starts, with belief and effort, they can grow into something greater than they ever imagined.

linkedin