Why ADHD Role Models Matter in Higher Education

Students with ADHD often face unique challenges in higher education, stemming from a greater reliance on self-organisation, fluctuating timetables, multiple assessment types, and conflicting deadlines, compared to more structured school environments. Navigating complex systems also adds to the pressure.

Coursework extensions are a common accommodation, but they have drawbacks: pushing one deadline often causes “bunching” with others, creating more stress rather than less. This highlights the need for additional strategies that go beyond extensions alone.

What can make the biggest difference, though, is not just policy, but people: staff role models who show students that success with ADHD at university is not only possible, but achievable.

Why Role Models Matter

One powerful intervention is providing visible ADHD role models. Staff who share their lived experience can offer students practical coping strategies, reassurance, and a sense of belonging. Yet disclosure can feel risky. Staff may be unsure of the right platforms or worry whether sharing their story will help. Evidence-based approaches can make this process more effective.

What We Tried at Nottingham

At the University of Nottingham’s School of Biosciences, we trialled three approaches to increase the visibility of neurodivergent staff:

• Panel events: Neurodivergent academics shared personal experiences, strategies, and answered student questions. Students described these events as safe spaces where their experiences felt normalised, leaving them more hopeful and confident.
• Focus groups: Run by neurodivergent staff, these sessions gathered insight into the student experience while also supporting participants. Students valued hearing staff perspectives and found the discussions encouraging.
• Poster campaign: Staff anonymously shared challenges and coping strategies. While less personal, posters raised awareness and gave students relatable insights into how staff navigate similar barriers.

Across all three, feedback showed the impact: students felt more connected, more confident, and less alone.

Protecting Staff Wellbeing

Of course, disclosure should never be pressured. Staff should only share what feels comfortable. Institutions can help by creating formal roles – for example, trained neurodivergence tutors – with clear boundaries and expectations. Students would then know where to find explicit, supportive mentors.

Takeaway

ADHD staff in higher education can be invaluable role models. By openly sharing strategies and experiences, they can reduce stigma, boost confidence, and improve outcomes for students with ADHD. With the right structures in place, these role models can help students feel understood and supported as they navigate university life.

Author: Natalie Mack, PhD.

Editor: James Brown, PhD.