Inattentive. Unmotivated. Disruptive.
These are just some of the words often attached to ADHD in education. For many, it sparks an image of restless schoolchildren struggling to sit still. But what happens when those children grow into adults and step into higher education? How does ADHD show up at university – especially in women, who are often underdiagnosed or undersupported?
To explore this, Booost Education’s Product Specialist, Amy Hopkins, spoke with three students who generously shared their lived experiences. They opened up about the challenges, the unexpected realities, and the strategies that help them succeed.
What emerges is not a story of deficit, but of resilience, creativity, and determination. Their voices cut through the stereotypes, offering educators and support teams a candid look at what ADHD in higher education really means – and practical advice on how to help students fulfil their potential.
Silent Stressors
As many people with ADHD will know, there’s often a lot happening beneath the surface that others don’t notice. Everyday experiences, such as sensory overload from bright lights and background noise, can quietly drain energy, as can the constant effort of managing social demands and masking difficulties. Rebecca, Anne-Marie and Ella describe what this looks like in their daily lives, highlighting the hidden hurdles that are rarely seen but deeply felt.
“I struggle quite a bit to concentrate in lectures, especially when there are lots of other people and you can hear everybody shuffling around and typing. I also found that it was not easy to make friends on my course. I don't enjoy clubbing and find it overstimulating, so I had to find other ways to meet people.” - Rebecca
“I struggle with producing work. I think this is mainly because of the energy I need to use when I'm at uni in the lecture or seminar – the social dynamics, the environment and all the sounds. By the time I get home and want to put everything I've learned into an assignment, I've completely run out of energy. I've used it all up.” - Ella
“[I was] struggling to take notes and keep up in lectures. It’s the bits with having ADHD and dyslexia that my brain can't kind of work out.” - Anne-Marie
Sharing Strategies
Each student has developed their own ways to cope, adapt and keep moving forward. From practical study habits to small mindset shifts, their strategies reflect the creativity and determination it takes to stay on track. Here, they share the tools, tactics and perspectives that help them navigate higher education day-to-day.
“I’ve discovered noise-reducing earplugs for lectures, and they're great!
Book accessible study rooms… you can pace around and talk to yourself… in your own space without the distractions.
Student-led activities are the best way to put yourself out there and meet people you would never have the opportunity to encounter otherwise… I absolutely love it – it's been transformative for me.” - Rebecca
“Have a calm environment at home where you can produce work outside of uni, [also] find someone who takes it as seriously as you do. I found one of the girls on my course who I really got along with…you can motivate them; they can motivate you. It's kind of a support system.” - Ella
“With the apps I now have, I can listen to a tutorial without worrying about writing all the notes because it's doing the note-taking for me. I just can't wait to see what happens now with the results. Just because that's the bit that was missing.” - Anne-Marie
When the DSA is MIA
For Rebecca, Anne-Marie and Ella, the real challenge wasn’t ability but awareness. Without clear signposting to the Disabled Students’ Allowance (DSA), they spent their early months at university unaware that adjustments, funding, and tailored help could make such a difference. With the right resources in place, from specialist software to mentoring, their experience of higher education became more manageable and more positive. Their stories highlight just how crucial it is for students with ADHD to be made aware of the support available early on.
“When I started, I didn't even consider applying for DSA. I felt like I couldn't, as I “only” had ADHD. DSA enabled me to access a Learning Support Plan at uni, which is really helpful. I have software too, including Booost, which has been incredibly helpful.” - Ella
“If I had known about the support I could access, I would have applied much earlier than I did. I’m a first-year student, but I’m now finishing my first year for the second time. The DSA changed the way I engaged with my course, giving me the chance to be the best I can be. The first time I started university, I hadn’t been diagnosed with ADHD yet. So I’ve experienced my first year of university both with and without the help of the DSA. It has made a world of difference.” - Rebecca
“I'd done part of my first year without any help and then found the DSA. The software and the computer really helped with my studies going forward. Without all this, it would have been really difficult for me to be able to learn. I’m in a better place now with studying than I was back then. I just wish I'd known about it all sooner because I can see the benefits in my last assignment.” - Anne-Marie
Takeaways
When it comes to advice, no one knows better than the students themselves. To close, Rebecca, Anne-Marie, and Ella reflect on what they wish they’d known earlier, and the words they’d pass on to others with ADHD embarking on their own higher education journey.
“ADHD can make studying difficult, but it’s not all negative. The most damaging thing you can do to yourself as a student with a disability is to expect to follow the same route as your neurotypical peers… I now realise that I function differently and must approach things differently. And that’s ok. Try all the software and tools you’re offered, even if it seems out of your comfort zone. It’s the best way to find out what works for you.” - Rebecca
“Build a working relationship with your tutor and seminar lead, and cultivate it right from the beginning by turning up. If you make the effort to get to know them, they will explain stuff in a way that works for your brain. Put that work in and respect your own education.” - Ella
“The sooner that you go through the DSA process, the easier it becomes. If people have reservations about going to uni because of their disability and they don’t know about these things, that could impact them. They might think I can't do this, but there is help and support out there.” - Anne-Marie
With the right tools for organisation and wellbeing, the space to be understood, and timely signposting to support like the DSA, students can focus less on simply coping and more on achieving their full potential.