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Abstract
Due to an increasing number of students with ADHD in higher education and the difficult course of their academic career, a comprehensive overview of participation and functioning of this group is needed. A comprehensive search was performed in MEDLINE (PubMed), EMBASE, CINAHL and ERIC electronic databases in June 2014. This systematic literature review synthesises 22 articles. Most selected articles focused on body functions and structures (n = 16). If we want to support students with ADHD in higher education (e.g., by implementing effective accommodations), it is important to take into account characteristics of the individual student as well as the environment.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1. In most studies, participants were asked whether they were currently diagnosed with ADHD and classified based on their responses. Because of the fact that surveys are completely anonymous, the accuracy of students’ self-report diagnostic status could sometimes not be verified via diagnostic interview.
2. Methodological quality assessment. High quality score (A1 and A2) for this level of evidence, the results will be discussed with the following nuance ‘it has been shown that …’.
Articles of medium quality score (B) for this level of evidence, the results will be discussed with the following nuance ‘it is plausible or likely that …’ or ‘there are indications of …’.
Those with low quality score (C and D) for this level of evidence, the results will be discussed with the following nuance ‘it seems likely that …’ or ‘Researchers believe that …’.