Research Revolutionizes ADHD Support in Higher Education

Research conducted by Rebecca Mountfield-Pawlett, PGCE programme lead at Coleg Cambria, is reshaping the way students with Attention Deficit Hyperactivity Disorder (ADHD) receive support in higher education. Her recent findings, published in March 2023, reveal both the challenges faced by these students and effective teaching strategies that can foster inclusivity in academic settings.

The study originated from Mountfield-Pawlett’s own classroom experiences, where she observed an increasing number of students exhibiting neurodiverse traits. “I noticed a rise in students presenting with neurodiverse traits,” she stated. Many of these students had not declared or received formal diagnoses of ADHD, yet their struggles with concentration and assessment were evident. This prompted her to explore whether her observations aligned with a broader student experience.

Through direct engagement with learners, Mountfield-Pawlett discovered common difficulties, such as procrastination and information retention. However, students also showcased strengths like creativity, adaptability, and a preference for visual and task-driven learning. “A lot of students find sitting in long lectures overwhelming,” she explained. “Simple changes, like giving ‘brain breaks’, chunking tasks into smaller sections, or using interactive technology, make a real difference. These approaches benefit every learner, not just those with ADHD.”

Transforming Learning Environments

The findings were presented during the college’s Celebration of Scholarly Activity in a study titled Supporting HE Students with ADHD: Traits, Evidence-Based Support and a Student Profile. Nationally, between 4–8% of students in UK higher education are estimated to have ADHD, yet many remain under-supported. Mountfield-Pawlett emphasizes the importance of changing this narrative. “ADHD is often misunderstood in academic settings. By combining evidence-based strategies with real student voices, we can design learning environments that reduce barriers and allow students to thrive.”

She advocates for incremental changes that every educator can implement, such as using colour-coded visuals, breaking tasks into manageable steps, or providing regular reminders. “This isn’t about overhauling entire systems,” she noted. “Each lecturer can try just one thing and make a huge difference to a student’s confidence and success.”

Coleg Cambria’s Commitment to Inclusivity

Coleg Cambria, with campuses in Wrexham, Northop, Deeside, and Llysfasi, has already begun to integrate elements of this research into its induction programmes. This initiative aims to ensure that all students benefit from inclusive teaching methods. Mountfield-Pawlett hopes her research will further reinforce the college’s commitment to neurodiversity and inclusivity for both students and staff.

“Our support teams already do so much good work,” she said. “I want this research to open people’s eyes to what’s possible and to show that with the right awareness and adjustments, students with ADHD can succeed at every level of higher education.”

For further details and updates from Coleg Cambria, visit www.cambria.ac.uk.