Abstract
Objective: Misuse of prescription stimulant medication is a prevalent problem on American college campuses; however, few studies have been conducted beyond the United States. Although Iceland has the highest methylphenidate prescription rates in the world, prevalence of stimulant misuse within the Icelandic college student population remains to be investigated. Method: We examined the prevalence of prescription stimulant misuse among N = 521 college students in Iceland, using an online survey. Results: Overall prevalence of lifetime stimulant misuse was approximately 13%; 11% among participants without a prescription for stimulant medication, and 42% among participants holding a prescription. The primary reported reason for misuse was academic enhancement; risk factors included male sex, anxiety symptoms, and ADHD symptomatology. Conclusion: The present findings have implications for public health policy in Iceland, particularly as it relates to the college population. Prevention and intervention programs that provide college students with safer strategies to manage academic demands are warranted.
Highlights
Attention deficit hyperactivity disorder (ADHD) is a chronic disorder characterized by clinically significant levels of inattention, hyperactivity, and impulsivity that causes impairment in multiple settings
While no definitive information is available regarding the prevalence of ADHD in the college population, given that the privacy of students with disabilities is protected under the Americans with Disabilities Act (1991) and that ADHD may be underdiagnosed among college students (Wolf, Simkowitz, & Carlson, 2009), studies estimate that 2-8% of college students across cultures have significant ADHD symptoms (DuPaul et al, 2001; Eagan et al, 2014; McKee, 2008; Weyandt, Linterman & Rice, 1995), and approximately 18%-50% of students who receive disability accommodations in U.S
The prevalence of significant ADHD symptomatology was assessed by calculating the percentage of students who earned total scores of at least 25 and 23 on the childhood and adulthood versions of the DSM Checklist of Symptoms, respectively
Summary
Attention deficit hyperactivity disorder (ADHD) is a chronic disorder characterized by clinically significant levels of inattention, hyperactivity, and impulsivity that causes impairment in multiple settings. Youth with ADHD often demonstrate various problems in the school environment, such as difficulty remaining focused and seated, disorganization, talking excessively, as well as noncompliance and aggression (Danforth, Connor, & Doerfler, 2014; Pliszka, 2014). Due to these difficulties, students with ADHD tend to perform more poorly than their peers academically (e.g., receive lower grades, repeat grades, drop out of high school at higher rates, [DuPaul & Jimerson, 2014; Faraone et al, 1993]), and are less likely to attend and graduate from college (Kuriyan et al, 2013). While no definitive information is available regarding the prevalence of ADHD in the college population, given that the privacy of students with disabilities is protected under the Americans with Disabilities Act (1991) and that ADHD may be underdiagnosed among college students (Wolf, Simkowitz, & Carlson, 2009), studies estimate that 2-8% of college students across cultures have significant ADHD symptoms (DuPaul et al, 2001; Eagan et al, 2014; McKee, 2008; Weyandt, Linterman & Rice, 1995), and approximately 18%-50% of students who receive disability accommodations in U.S
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