ADHD and College-Bound (2005)
This article reviews several important areas of preparation for an adolescent with attention deficit hyperactivity disorder (ADHD) before he/she transitions from high school to college.
1. Many children with ADHD mature less rapidly than their peers and may not be as ready to function independently at age 18. A good option may be to live at home for a year or two and pursue a lighter (less than full-time) course schedule at a local community college. Much can be achieved during those two years: getting used to attending classes, emotional maturity, and time to compare whether they prefer vocational training or a 4-year bachelor’s degree.
2. Some colleges provide one-to-one support services by a staff member who understands ADHD. This is important as ADHD has a major impact on the following executive functions: organization, time- management (procrastination!), working memory, neatness/orderliness, consistency, productivity, study skills, and the ability to work independently. Moreover, mentoring and oversight from parents and even teachers could wane when a child enters an institution of higher education, unless help is sought. A friend, relative or hired professional can also serve this function. Their role should be at least weekly contact (possibly on-line), organizational and instructional mentorship, and assisting with feelings of helplessness, isolation, or being overwhelmed.
3. Enroll in study skills classes. Consider smaller colleges if one of these offers more opportunity to feel connected.
4. Accommodations under Section 504 of the Rehabilitation Act are not automatic for every student with ADHD at the college level, but can be sought if the student qualifies and if the institution receives federal funding. Students with ADHD should divide the college experience into 4 one-year undertakings -- a 4 or 5-year projection can be overwhelming.
5. Computers, PDAs (personal digital assistants), books on tape, and organizational software, can be valuable.
6. Continue with any medications and arrange for a new doctor to prescribe and manage these pharmacotherapies in college, if student is moving to another state/city. Adjustments in timing, medication, or dosage may be necessary in the first semester.
(Gephart HR. Contemporary Pediatrics 2005; 22(10):suppl9-11.) -- H.T.
Comment: School nurses who raise this issue in the spring to graduating ADHD and their parents, should be positive about great success these student can achieve in college, with just a little preparation. Family and student appreciation is likely to be significant.
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