TDNet Discover

College students with attention-deficit/hyperactivity disorder (ADHD) represent a growing population in higher education, yet their academic, emotional, and social experiences remain insufficiently understood. Despite increased recognitition, ADHD persists into adulthood, and institutional structures and support systems often fail to align with the lived realities of neurodivergent learners. This qualitative meta-synthesis examined the lived experiences of college students with ADHD by integrating findings from twenty-one peer-reviewed qualitative studies published between 2018 and 2025. Guided by executive function and cognitive behavioral theories, and informed by neurodiversity and intersectionality frameworks, the study explored how students perceive and manage academic challenges and the coping strategies they employ in postsecondary settings. Thematic synthesis revealed five interconnected themes: executive function strain in academic life; emotional labor and internalized pressure; navigation of institutional structures and accommodation barriers; adaptive strategies and self-advocacy; and cycles of overwhelm, burnout, and recovery. Findings indicated academic challenges were shaped not only by executive functioning difficulties but also by rigid institutional systems, inconsistent accommodations, and limited ADHD-informed pedagogy. Emotional experiences such as anxiety, stigma, and fear of judgment disclosure further influenced persistence and helpseeking behaviors. Despite these barriers, students demonstrated resilience through personalized organizational strategies, peer support, and strategic self-advocacy. This study underscores the challenges faced by college students with ADHD reflect systemic misalignments rather than individual deficits.