Attention Deficit Hyperactivity Disorder (ADHD) is often framed as a childhood condition, yet its impact continues into adulthood, shaping academic, social, and health outcomes. Despite increasing numbers of students with ADHD enrolling in higher education, their lived experiences remain underrepresented in both educational and healthcare research. This study explored how undergraduates with ADHD perceive their college experience, focusing on disability identity development, motivation, and support systems.

Using a qualitative phenomenological design, eight undergraduates diagnosed with ADHD and registered with the Disabilities Resource Center at Northeastern University participated in semi-structured interviews. Data were analyzed using Interpretative Phenomenological Analysis (IPA) and framed through Self-Determination Theory (SDT), which emphasizes autonomy, competence, and relatedness as key components of motivation and well-being.

Three core themes emerged: (1) Disability Identity — early diagnosis and acknowledgment fostered resilience and self-advocacy; (2) External Support Systems — parents, peers, faculty, and disability services influenced persistence but were hindered by stigma and inconsistent accommodations; and (3) Internal Support Systems — intrinsic motivation and self-regulation were critical to academic success and self-confidence.

Findings underscore ADHD as a lifelong neurodevelopmental condition with implications that extend beyond the clinic. Early diagnosis, strong support networks, and collaboration between healthcare providers, educators, and disability services are essential for equity and well-being. This research offers practical recommendations to improve outcomes for students with ADHD by bridging healthcare and education to create more inclusive environments.

Maricla Pirozzi is a distinguished researcher and faculty member at Northeastern University, USA. Her work focuses on advancing scientific innovation through interdisciplinary research and academic excellence. She has contributed significantly to her field through impactful publications, teaching, and collaborations at the international level.