From Orientation to Graduation: Predictors of Academic Success and Retention for College Freshmen with ADHD

Abstract An increasing number of students with attention-deficit/hyperactivity disorder (ADHD) are pursuing higher education. Existing studies have investigated the postsecondary educational outcomes of college students with ADHD, finding that these students typically have lower academic performance and higher dropout rates than their non-ADHD peers. Far fewer studies address the reasons for these poor outcomes. The current study sought to better understand which pre-college and college factors are related to the (1) academic performance (i.e., cumulative grade point average) and (2) retention of college students with ADHD. Data collected through direct testing and self-report ratings were analyzed for 228 first year college students with ADHD. Results indicated that two pre-college factors, gender (i.e., being male) and lower standardized test scores, significantly predicted lower GPA. Conversely, only one college factor, greater motivation, was found to significantly predict higher GPA and retention. Taken together, findings draw attention to several variables that both secondary and postsecondary institutions can target for intervention to support a more successful transition to college. Additionally, findings highlight the need for future research to elucidate factors related to college academic success for students with ADHD.