Managing ADHD at the Post-Secondary Transition: A Qualitative Study of Parent and Young Adult Perspectives

Abstract

Students with ADHD struggle substantially at the post-secondary transition. Yet, no empirical work identifies school-based intervention targets that specifically prepare graduating students for adjustment to this new phase of life. This study is a preliminary investigation of factors that promote success for students with ADHD during the post-secondary transition. Using qualitative methods, 25 in-depth interviews were conducted with 13 young adults with ADHD (age 18–21) and 12 parents of young adults with ADHD. Informants offered their perspectives of what factors were critical to post-secondary success and how (i.e., by what mechanisms) these factors influence young adult functioning. Twenty macrothemes were identified under three a priori categories: motivational, skills, and environmental factors. Two macrothemes outside of these categories were identified post hoc. Motivation and self-control difficulties were identified as the most commonly impairing deficits. Factors that enhanced and undermined these deficits were identified by parents and young adults. Implications for intervention are discussed.