The Affect of ADHD on Students
“It would be nice if the Government could even acknowledge that they (ADHD students) need more support.”
Transitioning from school to university can be overwhelming, especially for students with ADHD. While schools often provide structured environments and tailored support, universities offer independence—and with it, new challenges. Robert Chivers, a Student Success Coach at Coventry University with ADHD himself, sheds light on how universities, particularly his own, approach supporting neurodivergent students.
Robert Chivers. Photo Credit - Katie Light
“They come to uni, they get all the independence, they’re out of a structure, and then they’re like, ‘Where do I find time to wash my clothes?’” Rob observes. This newfound freedom can be liberating but also daunting for students with ADHD, who may struggle with time management and organization.
He highlights that every ADHD experience is unique. “Communication and permission are such big things,” he says. “With ADHD, it’s sometimes just not seen as a priority, even though us as individuals experiencing it feel it is a bigger deal.” For students adjusting to university life, this disconnect can lead to frustration.
Rob’s role as a success coach goes beyond academic guidance. “Our role is very specific, and it’s a service that doesn’t really exist in 90% of other universities,” he explains. “We see our role as having a very holistic nature in terms of student experience.”
Photo Credit - Katie Light
Ultimately, Rob believes that ADHD support at university is about equipping students for life beyond academics. “We have to work out how we can make the world work for us,” he says. By fostering independence, resilience, and problem-solving skills, success coaches aim to help students move forward confidently.
Despite the challenges, Rob finds his work deeply rewarding. “I have a lot of students that come in with ASD and ADHD, and they always appreciate the time they have here,” he shares. His university’s unique success coaching program reflects a commitment to supporting students in ways that go beyond the norm.
What about younger students?
Adam Glover, a teacher at Exhall Grange Specialist School, has been advocating for greater support for neurodivergent individuals, particularly at the government level. “The Government could definitely do more, especially when it comes to extra support for neurodivergent students,” Adam argues. He points to a lack of funding and resources as a key barrier, especially as students with ADHD grow older and may not receive the attention they need as they transition out of primary education.
Adam Glover. Photo Credit - Rhiann Hanson
Although Exhall Grange is a specialist school, Adam notes that the demand for support is growing. “We have the resources to help children with ADHD, but the demand is higher now than ever,” he says. “The staff is stretched thin, and with other students who have additional disabilities, it’s hard to give ADHD students the one-on-one attention they really need.” Exhall Grange serves a variety of neurodivergent students, including those with ADHD, ASD, and other learning difficulties. However, Adam notes that many of the school’s facilities and resources are outdated. “Some rooms have been there for years. We could definitely use an upgrade,” he adds.
In the West Midlands, there are approximately seven specialist schools focused on supporting neurodivergent students, but resources remain limited, and the pressure is mounting. As Adam puts it, “It’s just us doing everything all the time now.” For students with ADHD, whether in primary school or at university, the challenge remains to not only manage their condition but to thrive and overcome barriers in both academic and everyday settings.
Both at school and university, students with ADHD are encouraged to challenge themselves, rethink traditional approaches, and develop coping strategies that work for them. As Rob says, “It’s about helping them learn how to navigate a world that isn’t always designed for people like them.”
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