Students With ADHD Need More Academic, Mental Health Support

Students with attention deficit/hyperactivity disorder are more likely to drop out of college, receive lower grades and have other challenges that could lead to negative academic outcomes, according to an article published this month in the Journal of Clinical Child and Adolescent Psychology.

The article analyzed the academic performance of about 200 students with ADHD and 200 without the disorder over the course of four years, finding that students with ADHD self-reported poorer mental health and study skills, and on average had “significantly lower” GPAs than their peers, according to an article abstract provided by the journal.

George DuPaul, a co-author of the article, professor of school psychology and associate dean for research at Lehigh University’s College of Education, said that students with ADHD “are at higher than average risk for dropping out of college and require academic support prior to and throughout their college years,” according to a university press release. DuPaul said the study presents the need for college support services staff members to offer more targeted academic and mental health support to students with ADHD, who represent about 6 percent of the U.S. college student population.

“It was somewhat surprising to see the magnitude of the academic deficits experienced by college students with ADHD because these were students who had the skills to successfully graduate from high school and matriculate in a four-year college or university,” DuPaul said in the release. “We expected smaller declines in their educational performance in college.”

Hide by line?:

Disable left side advertisement?:

Is this Career Advice newsletter?:

Live Updates:

liveupdates0

from Inside Higher Ed https://ift.tt/2O6Xf2v
via IFTTT

Comments

Author discusses book on grad school

Graduate school is a great mystery to students, and to some faculty members, says Jessica McCrory Calarco, the author of A Field Guide to Grad School: Uncovering the Hidden Curriculum (Princeton University Press). Calarco is an associate professor of sociology at Indiana University. She believes many faculty members (as well as graduate students, of course) will benefit from her book. She responded to questions via email. Q: How did you get the idea to write this book? Why did the issue speak to you? A: This book started as a tweet . Or, rather, as a series of tweets about the hidden curriculum of higher ed. Ph.D. student Kristen K. Smith had tweeted about the need to better educate undergrads about grad school opportunities, and it made me think about how opportunities in academe are often hidden from grad students, as well. Reflecting on my own experiences in grad school, I thought about the many times I'd found myself embarrassed because of what I didn't know -- the

Guest Blog: Where Does the Bizarre Hysteria About “Critical Race Theory” Come From?—Follow the Money!

Blog: Just Visiting Guest Blog: Where Does the Bizarre Hysteria About “Critical Race Theory” Come From?—Follow the Money! By Isaac Kamola Trinity College Hartford, CT There are now numerous well-documented examples of wealthy right-wing and libertarian donors using that wealth to transform higher education in their own image. Between 2005 and 2019, for example, the Charles Koch Foundation has spent over $485 million at more than 550 universities. As demonstrated by Douglas Beets and others, many of these grants include considerable donor influence over what gets taught, researched, and even who gets hired. It should therefore come as no surprise that conservative megadonor, Walter Hussman Jr., lobbied hard to deny the Pulitzer-prize winning journalist Nikole Hannah-Jones a tenured professorship at the UNC journalism school that bears his name. Nor that her offer of tenure, awarded through the normal channels of faculty governance, was ultimately revoked by a far-

Live Updates: Latest News on COVID-19 and Higher Education

Image: Woman Charged With Faking Positive COVID-19 Test From U of Iowa Nov. 5, 6:14 a.m. A lawyer in Colorado has been charged with faking a positive COVID-19 test from the University of Iowa to get out of a court appearance, The Gazette reported. Emily Elizabeth Cohen was booked Tuesday on a detainer from the Boulder County Sheriff’s Office, shortly after she tweeted that the Colorado court system “just had me arrested alleging I lied about having COVID. Tweeting from cop car.” The Boulder Daily Camera reported that Cohen is scheduled for a 10-day trial in Boulder County in Colorado starting Dec. 6 for 11 felony counts stemming from allegations she collected fees from immigrant families before losing contact with them without producing visas or work permits. -- Scott Jaschik Judge Permits Suit Against Montana State to Go to Trial Nov. 3, 6:18 a.m. A Montana judge has ruled that a suit against Montana State University over the shift to online education

Best collection of e-Learning articles, e-Learning concepts, e-Learning software, & resources.

Search This Blog