Date of Conferral

4-24-2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Ioan Ionas

Abstract

The problem addressed through this study is the low graduation rate of students with attention deficit hyperactivity disorder (ADHD) across the United States. Guided by Mezirow’s transformative learning theory, the purpose of this qualitative study was to explore the perceptions of fourth-year undergraduate college students with ADHD on the academic support or methods that contributed to their perseverance in college. For this basic qualitative design, semistructured interviews were conducted with 10 undergraduate college students who self-reported a diagnosis of ADHD and had successfully completed the first 3 years of their education. Through thematic analysis and open, inductive coding, the following four themes emerged: Students (a) experienced challenges with staying focused, dealing with stress and emotions, and the anxiety to do well in school; (b) explained their perception of academic success broader as just academic grades; (c) noted that they overcame these challenges by being determined, finding methods to handle problems and to cope with difficult situations; and (d) highlighted resources that provided help. The findings of this study have the potential for positive social change by allowing administrators and instructors to support students’ efforts and offering a more inclusive and responsive academic support system which, in turn, might lead to academic success for students with ADHD.

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