adhd in college essay

Because differences are our greatest strength

How I owned it: 3 college application essays

By The Understood Team

Many students (and families) wonder if it’s a good idea to disclose their learning and thinking differences in their college application essay.

Whether to disclose is a personal decision. But for these three students, all mentors with Understood founding partner Eye to Eye , it was a positive move. Here are portions of their essays, and their thoughts on how the process of writing about their differences changed how they see themselves and their challenges.

1. Brittain Peterson, senior at University of Denver

Like most people with dyslexia , I have had the inevitable moment of feeling powerless and unintelligent. But I have also had the positive moments of feeling successful and capable.

Compassionate teachers made the reward of being successful so much greater that I came to love school, while the unaccommodating teachers showed me the importance of advocating for myself. My learning difference also taught me to embrace differences in others. Because I have learned to find my own strengths in unconventional places, I have learned the importance of doing the same for others.

Currently, the most challenging part of dyslexia is overcoming the logistics: scheduling extended time for tests, arranging computer access for in-class essays, planning ahead to source books on tape when necessary. I know that I will have to navigate the logistics of college just as I have navigated the logistics of high school.

But, now it won’t be a question of whether I can do it, just of how.

“I think writing my application essay boosted my confidence. It reminded me that dyslexia didn’t define me, but that it described me. It helped me grasp the idea that my dyslexia had taught me a great deal. It also forced me to picture how I would use accommodations in college , which allowed me to picture myself in college.

My essay also helped me to choose which college to attend . I wanted college to be a place to enjoy learning and not be frustrated with it.”

2. Scott Thourson, bioengineering PhD candidate at Georgia Institute of Technology

In college, at age 19, I was diagnosed with attention-deficit hyperactivity disorder (ADHD). In grade school, my intelligence was masked by my low reading comprehension. I neither fit in with the top students (I could not read) nor with the bottom students (I excelled in mathematics).

Firing spitball guns, among other mischief, was my way of protecting my self-esteem and allowing me to focus on coping with my learning differences in school.

When I was 12 years old, my mother gave me an Electronics Learning Lab. I observed that when I could apply knowledge from my electronics projects to new concepts in school, I overcame my ADHD and enhanced my academic performance.

“One of my mentors told me to always be thinking about my life as a coherent story that can explain and tie together everything I have ever done. Making lists, writing journal entries, creating mind maps, or any way of organizing thoughts and ideas can help bring that story to light.

I chose to disclose my ADHD because I was finally proud and confident in my story. I’m a very open person, so I was already comfortable with putting it out there. What made me feel good was how I put it out there. Having enough confidence in my accomplishments and coherence in my story made me feel a lot better about being me and having ADHD.

I wasn’t nervous about what the reviewers might have thought; I was excited. This was definitely a turning point in my life. It wasn’t until this point that I actually started thinking that I was smart.”

3. Carolyn Todd, sophomore at McGill University

Dyslexia is both a blessing and a curse. I struggle every day, working twice as hard as other students. I get stereotyped as stupid by people who do not understand what it means to have a learning difference. However, I refuse to give up. I have learned the importance of standing up for myself and others.

Being dyslexic makes me able to look at the world and see the amazing potential that exists in diversity. Dyslexia has given me the tools to see the beauty in difference and the passion to change the way we define intelligence.

I want to show the world what I see.

“I chose to disclose in my essay because I believe it’s important to raise awareness about different learners. I’ve noticed that topics of disabilities and mental illness are quite taboo. Not enough people take the time to become educated on what they are and can make false assumptions on how they affect someone. I thought that I could, in a small part, help the movement of trying to change this.

Disclosing in my essay felt empowering. Growing up I had learned to hide my dyslexia, and it felt good to be able to embrace the positivities associated with it and share that with others.

It changed the way I saw myself because it gave me more confidence and helped to reinforce the truth that having a disability doesn’t make you any less ‘smart’ or capable.”

Hear from six students in the Eye to Eye mentoring network on the accommodations that helped them succeed in college .

Read how self-advocacy helped a college student with dyscalculia fight for her accommodations.

Find out how another student uses dictation technology to handle college writing.

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How to write an essay with ADHD

As someone with ADHD, this is how I write my essays with minimal effort and right before the deadline.

If possible, write your essay at the library. No distractions & being in public will shift your brain into "work" mode.

Create three word documents: outline, sources, and essay.

In outline, create the structure of your essay. While structure depends on the type of essay, the general format is generally--->

CONTEXT/SUMMARY

THESIS STATEMENT -Supporting statement 1, 2, and 3 (each goes in separate lines)

SUPPORTING STATEMENT 1-3

evidence a, b, c

Connect evidence to supporting statement (Copy this section for the other supporting statements)

THESIS STATEMENT -Supporting statement 1-3 (Reword your introduction paragraph)

CONCLUSION PARAGRAPH (Write about the significance or consequences of your topic)

This will allow you to form your essay as you research. It also feels less like writing an essay (daunting task), and more like filling in a worksheet (easy!). You can also research different sections of your essay without getting disorganized. It's less stressful to write an essay if you can visualize your process.

As you plan your essay, you will likely have an idea of your argument. After examining relevant class materials, look for sources that confirm your argument. It's bad practice to research information that only confirms your  bias, but we aren't here to challenge your worldview.

In sources, this is where you copy&paste source links, and important paragraphs. IMPORTANT TIP--- don't bother reading the entire source, you will get bored. INSTEAD, read the abstract, conclusion, & relevant charts. ADDITIONALLY, use the "find" feature in the browser and search for keywords. There you can read the relevant paragraphs, and copy&paste them into sources.docx.

Doing this will allow you to sift through more sources. More sources = better paper . It's unlikely your teacher is going to scruntize your sources (unless you use Wikipedia or another encyclopedia website).

Copy&paste the citations into sources, so you can add it to the bibliography later.

The sources will get cluttered, so make sure you leave lots of space between each source and label them. If it's helpful, you can also bullet point or number them.

Keep the sources and the outline in separate windows, so you can write the "evidence sentences" while looking at the sources. Remember to CITE YOUR SOURCES, because no one likes plagiarism. Place the author name and page number in parentheses, so you can cross reference later.

After filling in outline, go to essay and MAKE SURE IT'S FORMATTED CORRECTLY (MLA, Chicago, etc). Make sure to put the date you should have started writing the essay and not two days before the deadline.

Copy&paste the sentences from the outline to the essay.

For quick proofreading, copy&paste your essay into the Hemingway editor. A concise essay is a better essay.

Copy&paste the citations from sources.docx, add footnotes, et cetera. Now you finished your essay!!!

College Options for ADHD Students

Ready to start your journey.

An estimated 6.1 million children ages 2-17 have been diagnosed with ADHD, which makes college accommodations for students with ADHD a central concern. Professionals in neurology and psychiatry, as well as ADHD advocates, have worked tirelessly in recent years to advance the understanding of ADHD as a neurological difference rather than a disability or disorder. It is a neurodivergence, closely related to autism and other neurological differences .

While many parent groups have expressed concern that apparently more children have ADHD than ever, experts make it clear that higher numbers of students with ADHD are the result of higher awareness and better testing.

With the increase in diagnosis, however, we have seen an increase in students identified as having ADHD entering college and finding that colleges designed for neurotypical students do not serve ADHD students well. Fortunately, today there are many resources for college students with ADHD.

ADHD-Specific Resources

AACAP – College Students with ADHD 

This guide from the American Academy of Child & Adolescent Psychiatry provides information about studying, finding help, and managing medications for ADHD college students. 

ADD Advocate 

ADD Advocate provides news, information, resources, and coaching for children and young adults with ADHD. Their site includes numerous articles related to ADHD and college, such as “ ADHD and College: Connecting College Kids for Success .”

The online magazine ADDitude focuses on ADHD life at all stages, from childhood to adulthood, with content for people with ADHD and their parents. Their College Survival Guide for Students with ADHD is a valuable, informed overview. 

ADHD Coaches Association 

As a professional organization, the ADHD Coaches Association advocates for ADHD coaching and promotes high ethical standards among professionals in the field. They also provide resources for ADHD people looking for reputable coaches. 

ADHD World Federation 

The ADHD World Federation is an international organization dedicated to spreading awareness and understanding about ADHD around the world. They work to bring together experts, practitioners, organizations, and leaders to promote research and policy to help people with ADHD live in a world that treats them better. 

Attention Deficit Disorder Association (ADDA) 

The Attention Deficit Disorder Association has been working for over 30 years to help adults with ADHD find the support and connections they need to live and work their best. Post-secondary education is one of their main missions, with courses, webinars, articles, and more providing resources for ADHD college students. 

Child Mind Institute – Tips for Going to College With ADHD

This article by the Child Mind Institute gives ADHD college students simple tips for succeeding in college. 

Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) 

The nonprofit organization CHADD works to provide support, education, and advocacy for people with ADHD and their families. CHADD offers a wealth of resources, educational materials, and links to support centers. 

Dani Donovan – ADHD Comics 

Cartoonist and content creator Dani Donovan makes comics explaining life with ADHD , as well as videos, blogs, and public speaking engagements. 

How to ADHD 

How to ADHD creates videos and social media content about ADHD, with a prolific YouTube channel and social content that helps people with ADHD feel connected and understood. 

How to Explain ADHD (YouTube) 

This helpful video from How to ADHD is worth singling out for attention, because it provides people with ADHD a clear, understandable way to explain their way of experiencing the world to people who do not have ADHD. 

LadyHD calls itself “ A podcast for distractible women .” LadyHD is created by women with ADHD, for women with ADHD, covering topics valuable to women with ADHD, such as the workplace, relationships, motherhood, and the maximum number of open tabs a smartphone can support. 

LD Resources Foundation – Resources, Tips, and Strategies for College Students With ADHD 

This article from LD Resources Foundation offers college students with ADHD straightforward information about topics like classroom accommodations, organizational hacks, and demanding their ADA rights. 

On Their Own: Helping College Students with ADHD 

This recorded webinar from Help For ADHD discusses the transition to college for students with ADHD, from Dr. Theresa Maitland. 

One ADD Place 

One ADD Place is a clearinghouse for resources related to ADD and ADHD, from information about medications, symptoms, and diet, to links for professional services and a community library. 

Shire Content – 6 Steps to College 

This guide from the pharmaceutical company Shire offers checklists and advice for the parents of teenagers with ADHD to help organize their college application process. 

Shire Content – College Testing Guide  

Another Shire guide provides a clearly structured explanation of the testing process for college applications, including the SAT and ACT, timelines, and study suggestions. 

Totally ADD 

Totally ADD is a website from the makers of the Canadian documentary ADD & Loving It . They take a light-hearted but informative approach to guiding users through symptoms, diagnosis, treatment, and life with ADHD. 

Understood 

The nonprofit organization Understood works with employers and employees to help create more inclusive workspaces for adults with ADHD and learning disabilities. 

WebMD – Adults, How is Your ADHD Brain Different? 

This helpful video from WebMD speaks to adults who have ADHD, explaining the ways in which adult brains with ADHD work differently than neurotypical brains. 

Finding ADHD Accommodations in College

While accommodations in lower grades via the Individualized Education Program (IEP) and 504 are fairly straightforward, it can be more complicated to get help for college students with ADHD. It’s true that college accommodations for students with ADHD are not always exactly the same. That’s because it’s college. The environment is different. And, the reality is that study habits for college students with ADHD are often different in an on-campus scenario.

Students with ADHD are often misunderstood and their needs are not well-served in the traditional model of education.There is a lack of awareness about ADHD and its effects on students. This leads to a lack of support for those students who have to deal with this condition every day. Many college campuses are not equipped to provide adequate accommodations for these students.

However, ADHD college students can succeed and even thrive in college with the proper accommodations. Just as deaf or blind students need accommodations that can help them, students with ADHD need the appropriate help.

College is a balancing act for most people. It’s a place where you have to juggle many different responsibilities and deadlines.

For people with ADHD, it can be difficult to manage the workload and stay on top of things. Despite the name, ADHD is not a deficiency of attention. In fact, people with ADHD may hyperfocus at times on thing that interest them. Other times, ADHD college students shift their attentions rapidly and uncontrollably. ADHD primarily causes executive functioning issues, which makes conventional time management and self-motivation difficult.

Besides executive functioning, other aspects of college life that are a challenge for ADHD college students include:

• Socialization : Many people with ADHD face bullying and exclusion because of their symptoms. Because of their rapidly changing attentions, people with ADHD may have trouble maintaining friendships.
• Rejection Sensitive Dysphoria : People with ADHD tend to take rejection very hard, or even just perceived rejection, such as criticism from educators.
• Sensory Overload : Like autistic people, people with ADHD may have strong reactions to sensory stimuli. Processing sensory input differently may mean people with ADHD are bothered or distracted by things that other students ignore, like a buzzing florescent light.

College is a balancing act for most people, but students with ADHD have an even more difficult time managing the workload and staying on top of things. There are many colleges that are starting to offer specialized programs for these students, which offer academic support as well as accommodations that help them succeed while in school.

There are many colleges that are starting to offer specialized programs for students with ADHD. These programs offer academic support and accommodations that help students succeed while in school.

Disability Organizations

The Arc is the nation’s largest nonprofit advocating for people with intellectual and developmental disabilities. 

The Association on Higher Education and Disability (AHEAD) is a professional organization made up of disability resource professionals and other college administrators and faculty who work to make college education accessible to disabled people. 

DREAM: Disability Rights, Education, Activism, and Mentoring is a project associated with the National Center for College Students with Disabilities and AHEAD that advocates for disabled students’ rights. 

LD Online is a massive resource for students with learning disabilities and their families, including informative articles, interviews with professionals, videos, and more. 

Learning Disabilities Association of America (LDA) 

The Learning Disabilities Association of America offers resources for parents, educators, adults, and students. Founded in 1964, the LDA is a leading source of information and resources nationwide. 

National Alliance on Mental Illness (NAMI) 

The National Alliance on Mental Illness provides support and education for people with mental illnesses, working to build awareness in communities. 

National Center for College Students with Disabilities (NCCSD) 

The National Center for College Students with Disabilities is a federally-funded project that provides resources, information, and support for disabled college students. 

National Center for Learning Disabilities 

The nonprofit National Center for Learning Disabilities began in 1977 to advocate for people with learning differences, both children and adults. 

Grants & Scholarships for Students with ADHD 

Just because help for college students with ADHD may be different in many respects does not necessarily have to be a bad thing. Some programs and organizations offer scholarships and grants for college students with ADHD, which can also include coaching and counseling. The goal of these types of funding opportunities from corporations, private associations, and charitable organizations is to support the needs of students with ADHD, while giving them the resources that will help them succeed. Here are just a few examples of college grants for students with ADHD.  

• Disabled Person, Inc. is a college grant for students with ADHD in the form of a National Scholarship Competition. Each student writes a 1,000-word essay, with the chance to be awarded a $1,000 scholarship. 
• The Incight Scholarship awards a renewable $500 scholarship for students with learning disabilities like ADHD.  
• The Learning Disorders Resource Foundation offers a variety of awards programs for students, including Google Chromebooks and other forms of assistance. 
• The Shire ADHD Scholarship Program grants $2000 scholarships to help students to pursue an education via community college, vocational school, or university. This scholarship program offers coaching and counseling services for award winners. 
• The Justin Eves Foundation Scholarship offers a $3,000 award to Canadian students with learning disorders. 

These college grants for students with ADHD are just a few of the examples of funding resources that help students to overcome basic financial and logistical challenges to pursuing higher education.  

Good Colleges for Students with ADHD  

While it would be great to imagine that every university or college would have programs designed to meet the needs of ADHD students, that’s just not the case. Colleges with programs for ADHD students do exist, though. A few of the colleges with programs for students with ADHD include:  

• The Program for Advancement of Learning , from Curry College in Massachusetts, offers academic support as well as resources and coaching to help students develop study skills (time management and organization).  
• The Strategic Alternative Learning Techniques Center , at the University of Arizona, provides tutoring and psychological services, as well as assigning a strategic learning specialist.  
• Landmark College is a two-year college for students diagnosed with dyslexia, ADHD, and other learning disabilities.   
• Thames Academy at Mitchell College offers workshops that cover study skills, organizational skills, money management skills, and writing skills.  

Good colleges for students with ADHD can and do make a difference, with support via workshops, coaching, and counseling services. These resources are al designed to help students with ADHD succeed.  

Study Tips for College Students with ADHD 

Good colleges offer study tips for college students with ADHD, because it’s essential for success in an academic environment. Many of those study skills are just a matter of taking more time, developing a routine, etc. Here’s a quick list :  

• Keep up with the work. When students with ADHD get behind, it can contribute to the feeling of being overwhelmed, without the ability to “catch up.”  
• Plan for study every day, with the understanding that it will just take longer.  
• Use tutors and writing center resources. 
• Find a quiet space that’s free from distractions. (For some students, a noisy space might be more conducive to study.) 
• Determine what time of day works best for studying.  
• Factor in extra time for rewriting and editing when you write for any assignment. 
• Take practice tests and take full advantage of essay questions and prompts. 
• Use tools like highlighters, sticky notes, and other supplies to mark up text and remember.  
• Take frequent breaks.  
• Take notes with a laptop or tablet.  
• Rewrite notes to reinforce learning and memory retention.  
• Use movement and/or verbalization to support the study and learning process.  

While it may sound melodramatic, the goal is to have a survival guide for college students with ADHD. Be proactive in understanding the effective study strategies for college students with ADHD. Then, go beyond the study skills for college students with ADHD, and determine what other skills and resources you need to be successful in an academic environment. 

Best Colleges for Students with Learning Disabilities

What Happens When ADHD Goes to College?

Here's how to plan for success..

Posted June 24, 2022 | Reviewed by Davia Sills

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• A UK group published a consensus statement with recommendations for supporting college students with ADHD.
• The key points encourage adequate screening, assessment, and treatment and education of on-campus staff and educators about the nature of ADHD.
• Existing medical and psychosocial treatments are increasingly targeting the unique stressors facing college students with ADHD.
• Adult ADHD-focused therapies focused on the immediate goals of navigating college will generalize to later adult roles.

A group of colleagues in the UK Adult ADHD Network (UKAAN) recently published a consensus statement about supporting college students with ADHD. 1 The author list for the consensus statement is comprised mostly, if not completely, of researchers who also provide clinical services, and thus they know what university students with ADHD (and other young adults with ADHD) are up against as they assume adult roles.

Recalling the early days of the University of Pennsylvania Adult ADHD Treatment and Research Program, I’d estimate that college students comprised two-thirds of our initial cohort of clients. These were students who were only identified with ADHD after facing significant difficulties in college far and above any typical adjustment issues. They often reported simmering difficulties in earlier levels of school that were masked by intelligence (combined with less demanding work), support of family who ensured homework completion, more structure at home and school, or simply doing enough in high school to get by. Once they got to college, however, many of these students faced newfound levels of stress and difficulty that shed light on these heretofore veiled difficulties that could now be understood as undiagnosed ADHD. (There were some other students with ADHD who had been diagnosed before college but sought services as part of their continuity of care in college.)

General Recommendations from the College Students with ADHD Consensus Statement

The main takeaways from the UKAAN review and recommendations are:

• ADHD should be a separate category for disability determination, not as a learning or other difference.
• Screenings for ADHD should be performed for students presenting for disability services with specific learning differences or autistic spectrum issues or who seek help for depression and/or anxiety with learning problems.
• Staff training about the nature of ADHD and its assessment, treatment, and effects on learning is needed to heighten awareness and reduce stigma .
• Rapid access to services is a serious issue in terms of long waits for ADHD-related services via the NHS that needs to be addressed.
• Higher- education specialists also need training on the screen and diagnostic assessment of ADHD in college-aged adults in order to facilitate identification and referral for specialized treatments.
• The use of evidence-supported, multimodal treatment options, including psychoeducation, environmental adjustments/academic accommodations, medication treatments, academic coaching , psychosocial treatments and counseling (cognitive-behavior/dialectical-behavior therapies), and mindful interventions are helpful for young adults.

Facing College With ADHD: It Is More Than Just the Classroom

Our program’s early experiences with college students with ADHD also shed light on the college transition being as much if not more of a test of students’ time management and organizational skills as it was about knowledge and intellect. Unfortunately, difficulties with the former often undermine abilities in the latter. What’s more, most college students move away from home to attend college and must take on many more roles and responsibilities for managing their affairs and dealing with various distractions, temptations, and the stress of emerging adulthood at the same time they face a new level of education.

Help for College Students With ADHD

Encouragingly, there has been increased awareness of the effects of ADHD in college students, as well as other learning and mental health issues. Ever more treatments for ADHD are being adapted to the unique needs of college students with ADHD. As always with ADHD, medications can be highly effective. To date, I don’t think there is a medication that will make you want to read Beowulf , though. Psychosocial treatments, such as cognitive-behavior therapy (CBT), are helpful for the implementation of coping strategies as well as dealing with stress and other emotional aspects of adjusting to and handling college. ADHD coaching is another option well-suited to supporting college students.

On-campus learning centers often offer support in the form of organization and time management strategies and other, more specific learning strategies in both group and individual settings. Targeted tutoring for particular subjects can also be helpful. Specific psychoeducation evaluations are required to petition campus disability services offices for formal academic accommodations based on documented learning disabilities, as the diagnosis of ADHD alone is not deemed sufficient justification, at least for schools that strictly follow Americans with Disabilities Act guidelines for postsecondary education. Nonetheless, there are informal coping steps that students can take, such as sitting near the front in large lectures, making use of instructor and teaching assistant office hours, and resources and regular meetings at the campus learning center.

In addition to an evidence-based CBT program for college students 2 , rumor has it that several other respected clinician-researchers in the ADHD community are developing materials designed to support college students with ADHD. A benefit of addressing ADHD in college is that every day provides an opportunity to implement and practice the coping strategies with academics, but that generalizes to other areas of life. As I had said about our program’s clinical experience with college students with ADHD, we provided early intervention for adult ADHD.

1 Sedgwick-Müller et al. (2022). University students with attention deficit hyperactivity disorder (ADHD): a consensus statement from the UK Adult ADHD Network (UKAAN). BMC Psychiatry, 22 , 292. https://doi.org/10.1186/s12888-022-03898-z

2 Anastopoulos et al. (2020). CBT for college students with ADHD: A clinical guide to ACCESS . Springer.

J. Russell Ramsay, Ph.D., is a licensed psychologist with an independent virtual practice. He is retired as a professor of clinical psychology at the University of Pennsylvania’s Perelman School of Medicine.

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ADHD and Academic Success in University Students: The Important Role of Impaired Attention

Colin henning.

1 Trent University, Peterborough, ON, Canada

Laura J. Summerfeldt

James d. a. parker, associated data.

Supplemental material, sj-docx-1-jad-10.1177_10870547211036758 for ADHD and Academic Success in University Students: The Important Role of Impaired Attention by Colin Henning, Laura J. Summerfeldt and James D. A. Parker in Journal of Attention Disorders

To improve on several methodological issues regarding current literature investigating the relationship between ADHD symptomatology and academic success in adults and examine the relative contributions of specific dimensions of ADHD symptomatology (i.e., inattention, hyperactivity, and impulsivity) to post-secondary academic success.

A large sample of 3,688 post-secondary students were examined using a longitudinal design. The Conners’ Adult ADHD Rating Scale (CAARS) was used to assess adult ADHD symptoms and academic success was assessed using students’ official academic records (e.g., final GPAs and degree completion status).

Students with greater inattention symptomatology at the start of their academic program showed consistently poorer long-term academic success (i.e., lower GPAs, higher dropout rates), regardless of gender.

Inattention symptoms are the primary driver of the relationship between ADHD symptomatology and academic underachievement in adults. Post-secondary education institutions should target and prioritize educational programming for inattention symptoms of ADHD in at-risk post-secondary students.

ADHD is defined in the DSM-5 as a persistent pattern of inattention and/or hyperactivity-impulsivity that shows clear evidence of interference with social, academic, or occupational functioning in two or more settings (e.g., in the home, at school; American Psychiatric Association [APA], 2013 ). ADHD is primarily characterized by a set of core symptoms along two related dimensions: inattention (e.g., difficulty focusing on a task at hand) and hyperactivity-impulsivity (e.g., restlessness and inability to wait). ADHD symptomatology has been consistently associated with several adverse life outcomes, including academic underachievement, higher rates of unemployment and precarious employment, increased rates of substance use disorders, and reduced quality of life ( Cherkasova et al., 2013 ; Erskine et al., 2016 ; Kuriyan et al., 2013 ).

ADHD and Academic Achievement

Perhaps the most extensively studied of these adverse outcomes of ADHD is its impact on a person’s ability to succeed in educational settings ( Kent et al., 2011 ; Lawrence et al., 2021 ). Indeed, in a study examining the academic achievement of children and adolescents, Lawrence et al. (2021) found that children with ADHD were, on average, a year behind their non-ADHD peers on standardized tests for reading and math by their third year of schooling, and adolescents with ADHD were, on average, 2.5 years behind their non-ADHD peers on standardized tests for reading and 3 years behind on standardized tests of math by their ninth year of schooling. Likewise, Kent et al. (2011) found that secondary school students with ADHD received lower overall grade point averages (GPAs) and lower GPAs in all academic domains compared to their non-ADHD peers, as well as being less likely to hand in completed assignments on time and more likely to fail courses throughout secondary school and drop-out prematurely.

Despite such consistent evidence regarding the academic difficulties of children and adolescents with an ADHD diagnosis, research regarding the academic achievement of adults in post-secondary education has been somewhat less consistent and robust. For instance, Gray et al. (2016) found no evidence of impairment in academic performance among adults with diagnosed ADHD on standardized tests of executive functioning and in GPAs. However, this study employed a cross-sectional design that limited its examination of relevant academic outcomes and relied on students’ self-reported GPAs which are subject to response biases. Similarly, research by Lewandowski et al. (2008) found that reported academic concerns were neither sensitive nor specific to ADHD diagnosis. Unfortunately, this study employed a convenience sample of students ranging in age from 18 to 49, thus the results are likely confounded by the reduction in ADHD symptomatology generally observed over the course of adulthood ( Kim et al., 2015 ).

Prevatt and Young (2014) , on the other hand, have reported evidence from several studies that college students with ADHD receive lower grades than their non-ADHD peers, and are more likely to withdraw from classes, have poorer study habits, and experience difficulty completing tests and assignments on time. Consistent with this, DuPaul et al. (2021) found that college students with ADHD received lower GPAs, engaged in fewer study skills strategies, made slower progress in their programs, and tended to persist in their programs for fewer semesters than their non-ADHD peers. Such inconsistencies and methodological issues in the literature reflect findings that a majority of studies investigating ADHD in college students continue to suffer from a number of methodological shortcomings ( DuPaul et al., 2009 ; Green & Rabiner, 2012 ). Specifically, many studies of post-secondary students rely on cross-sectional designs and small convenience samples, which limit the generalizability of results as well as limiting conclusions on the developmental course of these deficits throughout post-secondary years. Moreover, a majority of studies in this area have tended to use GPA as the sole measure of academic success in post-secondary (typically over just a term or two) without considering other aspects of academic success (e.g., graduation rates, time to graduate, course withdrawals; DuPaul et al., 2021 ), as well as relying on self-reported GPAs which are subject to response biases. In order to overcome these methodological limitations, researchers have called for more longitudinal studies on the academic success of post-secondary students with ADHD, using multiple objective academic success indicators, as well as employing larger more representative samples ( DuPaul et al., 2009 , 2021 ; Gormley et al., 2019 ; Green & Rabiner, 2012 ).

In addition, despite inconsistent findings regarding gender differences in ADHD symptomatology, including various studies finding men may have greater, equal, and sometimes less ADHD symptomatology than women ( Gomez, 2016 ; Williamson & Johnston, 2015 ; Young et al., 2020 ), few studies have examined the academic effects of ADHD symptomatology in men and women separately. Moreover, few studies have evaluated the relative contributions of specific dimensions of ADHD symptomatology ( Schwanz et al., 2007 ), instead choosing to examine overall ADHD symptomatology by using total symptom scores or not controlling for shared variability in statistical analyses when specific symptom dimensions are separately examined. The potentially unique effects of ADHD symptomatology on academic outcomes for men and women, as well as the relative importance of specific dimensions as predictors of various academic success outcomes (e.g., GPA, graduation rates) clearly warrant further research attention.

Present Study

This study used a longitudinal design to examine the relationship between ADHD symptomatology and academic success in a large sample of post-secondary undergraduate students. Given the limitations of existing research on this topic in this population, the present study had two broad objectives: (1) Examine the relationship between ADHD symptomatology and a variety of objective academic success indicators (e.g., GPA, graduation rates) in a large sample of emerging adults separately for men and women, and (2) evaluate the relative importance of different core symptom dimensions of ADHD (i.e., inattention, hyperactivity, impulsivity) as predictors of academic success indicators separately for men and women.

Participants

Participants were 3,688 first-year undergraduate students (1,024 men and 2,664 women) from three consecutive cohorts of full-time students attending a small liberal arts university in Central Ontario. To control for the effect of age on ADHD symptomatology, only participants between the ages of 18 to 25 years ( M  = 19.29, SD  = 1.18) at the start of their studies were included. The majority of participants (87%) were Caucasian, with 5% reporting Asian ethnicity, 2% African, 1% Hispanic, 1% Native, and 4% Other. Participants were from a diverse range of academic programs at the university, including the sciences (e.g., biology, environmental sciences), social sciences (e.g., sociology, business administration), and humanities (e.g., cultural studies, history).

Conners adult ADHD rating scale (CAARS)

The Conners Adult ADHD Rating Scale (CAARS; Conners et al., 1999 ) is a 66-item self-report measure of adult ADHD symptomatology. Respondents are asked to respond to each item using a 4-point Likert scale, ranging from zero to three (0 = “not at all, never,” 3 = “very much, very frequently”). The CAARS consists of nine subscales which assess a variety of ADHD-related symptoms. For the present study, only data for the 9-item inattention and 9-item hyperactivity-impulsivity scales (adapted from DSM-IV criteria for ADHD) were used. Furthermore, to allow for examinations of the unique contributions of the hyperactivity and impulsivity dimensions, the nine hyperactivity-impulsivity items were also used to create two separate subscales for these symptoms (six items for hyperactivity and three items for impulsivity). Mean symptom scores for each dimension were used to reduce the effects of the non-normality of the data. High scores on each of the CAARS scales indicates a high level of ADHD symptomatology ( Conners et al., 1999 ). Cronbach’s alphas for each of the inattention, hyperactivity-impulsivity, and total ADHD scales were .77, .74, and .83, respectively.

Academic success

Academic success was measured objectively using official academic records accessed through the University Registrar’s Office. Academic success variables included cumulative final grade point averages (GPAs) and degree completion status (i.e., complete vs. incomplete).

During undergraduate orientation week in the first year of study, participants were recruited for the present study. Participation was voluntary; however, many participants were compensated with randomly drawn prizes. For each cohort, over 95% of students provided informed consent and participated in the study, thus providing a representative sample of the population of university students at the host university. Demographic information (e.g., gender, date of birth, student identification number) was collected using a brief 8-item questionnaire. Participants then completed the 66-item CAARS as part of a larger battery of self-report measures. Six-years following this initial data collection phase, academic records were matched (using student ID numbers) to each participant’s scores on the CAARS. Six-year graduation rates are a common bench-mark for monitoring or comparing academic achievement rates in Canada and the United States ( Qin & Phillips, 2019 ). The study was approved by the university’s Research Ethics Board (REB).

Statistical procedures

Effect of adhd symptoms on degree completion.

To assess the effects of ADHD symptoms on university graduation rates and maximize the ease of interpretation, a gender by graduation status by ADHD symptom type mixed ANOVA was conducted with mean-item scores for each of the three ADHD symptom scales as the dependent variable.

Effect of ADHD symptoms on final grade point average

To assess the effects of ADHD symptoms on the final GPAs of students who completed their degrees, several structural equation models were tested. In the first series of structural equation models, a single latent ADHD symptom variable, constructed from scores on the three ADHD subscales, was used to predict final GPAs separately by gender. In a second series of structural equation models, three correlated latent variables for inattention, hyperactivity, and impulsivity symptoms, constructed from items on each of the three ADHD subscales, were used to predict final GPAs, separately by gender.

Estimation of each model was done using the Asymptotic Distribution-Free Gramian (ADFG) estimation method in order to account for the ordinal nature of the indicator variables. The following goodness-of-fit indices were used to evaluate model fit: the McDonald Fit Index (MFI), the Standardized Root Mean-Squared Residual (SRMR), and the Root Mean-Square Error of Approximation (RMSEA). Given the lack of universally accepted “gold standards” for interpreting goodness-of fit indices ( Kline, 2011 ), the following graded fit criteria were used based on previously recommended cut-offs ( Browne & Cudeck, 1993 ; Hu & Bentler, 1999 ; Sivo et al., 2006 ): MFI ≥ 0.90, SRMR ≤ 0.08, RMSEA ≤ 0.05 for good fit; MFI ≥ 0.87, SRMR ≤ 0.10, RMSEA ≤ 0.08 for acceptable fit. Additionally, magnitudes of individual parameter estimates (e.g., expected factor loadings ≥0.30; Brown, 2006 ) and standardized residuals were examined to identify potential sources of misfit in the models.

Effects of ADHD Symptomatology on University Degree Completion

Table 1 presents means and standard deviations for the ADHD scales for participants who completed their degrees and those who withdrew before completing their degrees. For the mixed ANOVA, there was a main effect for gender, F (1, 3684) = 19.94, p  < .001, η p 2  = .01, with men having higher levels of ADHD symptomatology than women. There was a main effect for the type of ADHD symptomatology, F (2, 7368) = 357.43, p  < .001, η p 2  = .09, with planned comparisons showing scores to be highest for hyperactivity symptoms, followed by inattention symptoms, and the lowest being for impulsivity symptoms. The interaction between type of ADHD symptomatology and gender was significant, F (2, 7368) = 39.28, p  < .001, η p 2  = .01, with planned comparisons showing men to have higher levels of inattention and impulsivity symptoms than women, but no gender difference for hyperactivity symptoms. There was also a significant interaction between type of ADHD symptomatology and graduation status, F (1, 7368) = 4.09, p  = .017, η p 2  = .001, with planned comparisons showing that, compared to participants who withdrew before graduating, participants who graduated had lower inattention symptoms ( d  = 0.10), but not hyperactivity or impulsivity symptoms. According to Cohen’s (1992) conventions, all significant effects were small.

Means and Standard Deviations for ADHD Scales by Graduation Status and Gender.

Note . Superscripts denote significant mean differences with † and * indicating mean differences within columns and letters indicating mean differences within rows. ADHD = total ADHD symptomatology; INA = inattention; HYP = hyperactivity; IMP = impulsivity. Different numbers of symbols in the same series (e.g., † vs. ††, * vs. **) indicate significant mean differences.

Effects of ADHD Symptomatology on University Graduates’ Final GPAs

Results for the structural equation models are presented in Figure 1 . The models for total ADHD symptomatology showed overall good fit for men and women separately. For men, MFI = 0.99, SRMR = 0.04, RMSEA = 0.11, RMSEA 90% CI [0.06, 0.17], and for women, MFI = 0.99, SRMR = 0.03, RMSEA = 0.08, RMSEA 90% CI [0.05, 0.11]. As is evident from Figure 1a , results of the models indicated total ADHD symptomatology was a significant, modest predictor (parameter ranging from −0.14 to −0.21) of lower final GPAs.

Structural equation models for the relationship between final GPA and (a) a single latent variable for ADHD, (b) three latent variables for inattention, hyperactivity, and impulsivity symptom dimensions, or (c) two latent variables for inattention and hyperactivity-impulsivity for men and women. Item factor loadings are not presented for simplicity. Note . All parameters presented are significant at p  < .001 unless otherwise indicated. INA = inattention; HYP = hyperactivity; IMP = impulsivity; HYI = hyperactivity-impulsivity; M = men; W = women; n.s. = not significant.

The models for the three correlated ADHD symptom dimensions similarly showed overall acceptable fit for men and women separately (for all item-factor loadings for each of the structural equation models, see Supplemental Table 1 ). For men, MFI = 0.75, SRMR = 0.11, RMSEA = 0.06, RMSEA 90% CI [0.05, 0.07], and for women, MFI = 0.83, SRMR = 0.08, RMSEAS = 0.05, and RMSEA 90% CI [0.05, 0.06]. As is evident from Figure 1b , results of the models indicated only the inattention symptom dimension was a significant, modest predictor (parameter ranging from −0.16 to −0.17) of lower final GPAs. Both the hyperactivity and impulsivity dimensions were not significant predictors in any of the models. Moreover, as evident from Figure 1b , inter-factor parameter estimates between the hyperactivity and impulsivity dimensions, for both men and women, indicated the two dimensions were redundant with each other. Thus, a two-factor model was tested by combining items from the two dimensions to represent a single hyperactivity-impulsivity factor.

Overall, the two-factor models with two correlated ADHD symptom dimensions showed identical fit to the three-factor models, likewise indicating acceptable fit for men and women separately. For men, MFI = 0.75, SRMR = 0.11, RMSEA = 0.06, RMSEA 90% CI [0.05, 0.07], and for women, MFI = 0.83, SRMR = 0.08, RMSEA = 0.05, RMSEA 90% CI [0.05, 0.06]. Consistent with the three-factor models, as is evident from Figure 1c , results for the two-factor models indicated only the inattention symptom dimension was a significant, modest predictor (−0.17) of lower final GPAs.

The aim of the present study was to improve on the methodological shortcomings and identified gaps in the current literature on the relationship between ADHD symptomatology and academic success in post-secondary education. We utilized a longitudinal design and robust latent-variable data analytic strategy to examine the relative contributions of different core symptom dimensions of ADHD (i.e., inattention, hyperactivity, impulsivity) as predictors of a variety of academic success indicators in a large sample of students. In general, our findings support the view that individuals with higher levels of ADHD symptomatology at the start of their academic program show poorer long-term academic success, regardless of gender. However, there is a differential impact of specific dimensions of ADHD symptomatology.

The most consistent finding is the important role that inattention symptoms play in the academic success of both men and women, regardless of how academic success is operationalized. For instance, results regarding student degree completion showed that students who withdrew before completing their degrees had significantly greater inattention symptoms, but not different hyperactivity or impulsivity symptoms, than students who completed their degrees. Although there are many reasons for why students may choose to not complete their degrees, these findings are consistent with previous research that has demonstrated an increased likelihood of those with higher levels of ADHD symptoms to withdraw from classes and drop out of post-secondary education completely ( DuPaul et al., 2009 ; Hechtman et al., 2016 ; Prevatt & Young, 2014 ). However, our findings highlight the primary role that inattention symptoms play in this vulnerability to withdrawing from post-secondary education and constitutes a unique finding relative to the current literature on student retention among adults with ADHD. For educators and educational institutions, this finding underscores the importance of assessing inattention problems among students at the start of their post-secondary programs. Early intervention programming (e.g., coaching and/or academic skills training) could help reduce dropout rates and increase student retention for at risk students. Particularly for students with individual education plans (IEPs) and a diagnosis of ADHD with a predominantly inattentive symptom presentation, these results stress the need for educational institutions to focus programming and academic accommodations on students’ inattention problems, which appear to be explicitly linked to overall academic success ( DuPaul et al., 2017 ; Kim & Lee, 2016 ).

Beyond degree completion rates, we were also interested in examining whether ADHD symptomatology, and specific core symptom dimensions, would predict academic success for students who successfully completed their degrees. Results from a series of structural equation models showed that overall ADHD symptomatology is indeed a modest predictor of final GPA, regardless of gender. However, consistent with our findings regarding degree completion, results from both three-factor models (i.e., inattention, hyperactivity, and impulsivity) and two-factor models (i.e., inattention and hyperactivity-impulsivity) of ADHD revealed that only inattention symptoms emerged as a significant (modest) predictor of final GPAs. These findings are consistent with previous research that has pointed to ADHD symptomatology as contributing to a continued impairment in academic achievement from childhood and adolescence to adulthood ( DuPaul et al., 2021 ; Prevatt & Young, 2014 ). Moreover, our findings are also consistent with previous studies that have similarly examined the relative contributions of different ADHD symptom dimensions to academic outcomes in post-secondary students ( Schwanz et al., 2007 ). For instance, Schwanz et al. (2007) found that, when differentiating between inattention and hyperactivity-impulsivity symptom dimensions in a hierarchical multiple regression, inattention symptoms contributed the most to the prediction of first year first-semester GPAs. However, like many other studies in the current literature, Schwanz et al. utilized a much smaller sample of students who ranged in ages from 18 to 46 years old and measured academic success over only a single semester.

Despite previous research highlighting inconsistencies in the prevalence of ADHD symptomatology among men and women ( Gomez, 2016 ; Williamson & Johnston, 2015 ), the consistency between our findings from models using men and women separately indicates that the observed pattern of negative impacts of ADHD symptoms, and inattention symptoms specifically, on academic success across the post-secondary experience are not specific to just men or women. At least in part, this lack of gender differences may be a consequence of our use of objective measures of academic success (i.e., official academic records of final GPAs and graduation status), rather than subjective measures (e.g., self-reported GPAs and academic concerns), as objective measures are largely found to demonstrate fewer gender differences due to ADHD ( Williamson & Johnston, 2015 ).

Implications for Educational Programming

Taken together, these findings underscore the important role that inattention symptoms of ADHD can play in the cumulative struggles that many students face over the course of their post-secondary experiences. Consistent with this perspective are the findings of qualitative studies that demonstrate the many ways symptoms of inattention may impact post-secondary students with ADHD on a day-to-day basis ( Kwon et al., 2018 ; Lefler et al., 2016 ). For instance, Kwon et al. (2018) and Lefler et al. (2016) have both consistently found that students with ADHD report difficulties with inattention-related academic problems, including organization, planning, and time management skills, as well as procrastination, sustained attention, and distractibility. Each of these academic-related problems would increase the struggle and length of time it may take students with ADHD to complete their coursework and their degrees, if they complete them at all. Indeed, a study by Adler et al. (2017) found inattention symptoms to have considerable overlap with various executive function (EF) difficulties (e.g., time mismanagement, trouble planning ahead, multitasking) which have previously been shown to predict academic underachievement in post-secondary students with or without an ADHD diagnosis ( Biederman et al., 2006 ). In the context of educational institutions, these results suggest that psychoeducational programing might want to specifically target inattention symptoms in those at-risk for academic underachievement, regardless of prior ADHD diagnosis (e.g., test and assignments accommodations and coaching; DuPaul et al., 2017 ; Kim & Lee, 2016 ).

A number of recent evaluations of educational programs specifically designed to enhance students’ organizational skills have been shown to be effective interventions for students with ADHD ( Fabiano & Pyle, 2019 ). For instance, a recent study conducted by Bettis et al. (2017) found preliminary evidence for the effectiveness of EF training in reducing students’ ADHD symptoms as well as symptoms of anxiety and various executive function difficulties (e.g., behavioral inhibition, emotional control, planning, and organization). Similarly, LaCount et al. (2018) found that an organizational skills training intervention was effective in reducing college students’ ADHD symptoms, as well as improving their use of EF skills, including organizational, time management, and planning skills. Given the effectiveness of these educational programs, and others such as peer mentoring ( Fox et al., 2010 ), in reducing ADHD symptoms and improving inattention-related problems among college students with ADHD, the results of the present study overall suggest the potential utility of implementing these programs for at risk students. Although it should be noted that more research is needed to determine whether these reductions in inattention symptoms following educational programs ultimately lead to greater academic success for college students with ADHD.

Strengths, Limitations, and Future Directions

Despite the important implications of the present study, our results should be understood in the context of a number of limitations. Firstly, the present study made use of self-reported ADHD symptoms, which may be subject to response bias. For instance, Millenet et al. (2018) found that adults tended to report fewer ADHD symptoms and less impairment relative to their parent’s ratings. Thus, future studies may benefit from using both self-reports and observer reports of ADHD symptomatology in order to reduce bias in reporting. Another limitation of the present study is our use of a non-clinical sample. Although the use of a non-clinical sample when examining post-secondary samples is common in the general ADHD literature, university and college students with diagnosed ADHD have higher levels of ADHD symptomatology than those in the general population of post-secondary students. Thus, future research would benefit from using clinical samples of university students diagnosed with ADHD and longitudinal designs to improve generalizability of their results to clinical populations.

Additionally, analyses in the present study did not control for a number of other variables known to effect academic success in university students, including symptoms of anxiety and depression, learning disorders, substance and medication use, and IQ ( DuPaul et al., 2021 ). Future studies should attempt to replicate our results using models controlling for these other known contributors to academic success outcomes. It should also be noted that our measure of ADHD symptomatology, the CAARS, was developed based on DSM-IV criteria for ADHD ( Conners et al., 1999 ) and therefore does not take advantage of enhanced wording in the DSM-5 which is thought to better capture ADHD symptoms as presented by adults ( Lefler et al., 2020 ). This limitation may partly explain our findings regarding the lack of an association between the hyperactivity-impulsivity dimension and academic success indicators. However, previous research with the DSM-5 criteria for ADHD has consistently found inattention symptoms to be more central and predictive of ADHD diagnosis and functional impairment in adults than hyperactivity-impulsivity ( Matte et al., 2015 ).

Nonetheless, the results of the present study add to the literature on adult ADHD symptomatology in a number of ways. Firstly, this study made several improvements on the methodological shortcomings of studies in the current literature, including using a large, representative sample of first year undergraduate students, a longitudinal design, and a robust assessment of academic success indicators (e.g., multiple indicators and official academic records), as well as restricting analyses to a homogeneous sample of emerging adults (i.e., ages ranging from 18 to 25 years). These methodological improvements on previous studies allowed for more generalizable conclusions about post-secondary students in general and a more robust examination of the relationships between ADHD symptoms and academic success across the post-secondary experience. The present study also adds to the existing literature by demonstrating the important role that inattention symptoms play as the primary driver of the relationship between ADHD symptomatology and academic success in post-secondary education settings, regardless of gender, suggesting it as a priority focus for intervention programming.

Supplemental Material

Author biographies.

Colin Henning , BAH, is currently a Master of Science student in the applied modelling and quantitative methods program at Trent University, where he uses advanced statistical modelling techniques to evaluate psychometric tools and examine the relationships between attention deficit hyperactivity disorder in adults and a variety of outcome variables.

Laura J. Summerfeldt , PhD, is a professor of Psychology at Trent University. She earned her PhD in Psychology from York University (Ontario) and is a Registered Clinical Psychologist. She has published numerous peer-reviewed papers on topics related to emotion regulation and psychopathology, and is the co-editor of Psychological Treatment of OCD.

James D. A. Parker , PhD, is Professor of Psychology at Trent University and has published over 180 articles and chapters, mostly in the areas of emotion and health. He is co-author of Disorders of Affect Regulation published by Cambridge University Press and co-editor of the Handbook of Emotional Intelligence (Jossey-Bass).

Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported by a SSHRC Graduate Scholarship to the first author.

Supplemental Material: Supplemental material for this article is available online.

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ADHD Scholarships for College Students

Continuing education may not be as costly as you think

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Searching for ADHD Scholarships

List of adhd scholarships.

So, you likely have graduated or are about to graduate from high school (which, let's be honest, isn't exactly an easy feat when you have ADHD)! But what's next? We know how daunting it can be to think about what your future path will look like.

Though, if college is indeed in your plans, you may be surprised to learn that there are scholarships for students with learning disabilities, including those with ADHD.

When scouting ADHD scholarships for college, you may want to widen your search to include scholarships available for people with disabilities in general. You may also want to explore private scholarships that have nothing to do with ADHD.

For example, you might be eligible for scholarships depending on your study interests and career goals, ethnic background, religious affiliation, extracurricular activities, military experience, and your parents’ place of employment. If you are employed or volunteering, ask your company if they offer scholarships.

The financial aid office at the colleges you are considering is often the best resource for scholarship information. Financial aid counselors will be familiar with local, state, and private sources of funding.

General Scholarship Online Search Tools

• College Board's Scholarship Search
• Peterson’s Scholarship Search
• Scholarships.com
• U.S. Department of Labor's Scholarship Finder

Your local state Vocational Rehabilitation (VR) agency is another resource that may be able to assist in your scholarship search. You can find the contact information for your state VR office online.

Many organizations also offer scholarships. If you or a parent is involved with any of these groups, investigate the below scholarship opportunities.

Organization-Based Scholarships

• Boy Scouts of America
• Girl Scouts of the United States of America
• Kiwanis Club
• Rotary International

Major labor unions such as the AFL-CIO and Teamsters offer scholarships for members and their children. Your church or synagogue may even have scholarships. Check with your local chamber of commerce to see what they may have available as well.

The following are scholarship programs that have been available to students with ADHD . Requirements and availability can change yearly. Check websites for current details.

Anne Ford and Allegra Ford Thomas Scholarships

The Anne Ford Scholarship is a $10,000 scholarship ($2,500/year over four years) granted to a graduating high school senior with a documented learning disability or ADHD diagnosis who will be enrolled in a full-time bachelor’s degree program.

The Allegra Ford Thomas Scholarship is a $5,000 scholarship awarded over two years ($2,500 each year) to a graduating high school senior with documented ADHD or a learning disability who will be enrolled in a two-year community college, a vocational or technical training program, or a specialized program for students with learning disabilities.

Fred J. Epstein Youth Achievement Award

This $1,000 award recognizes the strengths and accomplishments of young people with learning disabilities and ADHD. It is given to a student 19 or younger who "has demonstrated initiative, talent, and determination resulting in a notable accomplishment in any field—including art, music, science, math, athletics, or community service." Honorable mentions are also awarded.

Incight Scholarship

The Incight Scholarship is an award for students with physical, learning, cognitive, hearing, or visual disabilities who are residents of Washington, Oregon, or California.

Johnson Scholarship

The Johnson Scholarship Foundation does not give money to individuals directly but instead runs the Johnson Scholarship program through State University System of Florida (SUS) institutions. The Johnson Scholarship is a competitively awarded program available to undergraduate students with disabilities with financial needs.

Scholarships for Kids With Other Learning Disabilities

There are other scholarships available to students coping with other learning disabilities, but not ADHD alone. As many kids with ADHD are dealing with other learning disabilities, the following options may also be available.

Learning Disabilities Association of Iowa

The Learning Disabilities Association of Iowa awards scholarships to Iowa high school seniors with language-related learning disabilities. Students must have a demonstrated financial need and plan to pursue a visual arts career.

Marion Huber Learning Through Listening Award

Each year Marion Huber Learning Through Listening Awards are given to six high school seniors with dyslexia and other reading-related learning disabilities who plan to continue their education after graduation. The top three winners receive $6,000 each. There also are three special honors winners that receive $2,000 each.

Applicants must be Learning Ally members and are selected based on their academic achievement, outstanding leadership, and service to others.

P. Buckley Moss Endowed Scholarship

Scholarships are awarded to at least one high school senior with financial needs, a certified specific language-related learning disability, and artistic talent who plan to have a visual arts career.

Ralph G. Norman Scholarship Award

Available to Arkansas residents only, the Ralph G. Norman Scholarship fund was established to assist young adults with learning disabilities so they may obtain success in furthering their education. This $2,500 scholarship is awarded based on the applicant's commitment to higher education, self-advocacy skills, and community involvement.

National Center for Learning Disabilities. Scholarships and awards . 2021.

Smart Kids With Learning Disabilities. Fred J. Epstein Youth Achievement Award . 2021.

Incight. Scholarship . 2021.

The Johnson Scholarship Foundation.  People with disabilities . 2021.

The Learning Disability Association of Iowa. Scholarships . 2021.

Learning Ally. Marion Huber Learning Through Listening Awards . 2021.

P. Buckley Moss Foundation. P. Buckley Moss Endowed Scholarship . 2021.

Learning Disabilities Association of Arkansas. Ralph G. Norman Scholarship information . 2021.

By Keath Low  Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD.

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Top 26 ADHD Scholarships in July 2024

Qiyam Stewart a former Scholarships360 writer who focuses on scholarships and financial aid. As an Admissions Fellow at Kenyon College, Qiyam has worked in the admissions office and interviewed prospective high school students applying to Kenyon. Qiyam currently attends Kenyon College as a Philosophy major and double concentration in Law & Society and African Diaspora Studies.

Learn about our editorial policies

Nearly 9.4% of children in the United States are diagnosed with ADHD. ADHD comes with unique challenges, but many institutions offer accommodations to help level the playing field. It is also possible for students to receive ADHD scholarships for their scholastic efforts.

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The Scholarships360 Research Team reviews all scholarships individually and strives to exclude any scholarship where any of the below applies:

• The scholarship requires a fee to apply
• The scholarship provider’s privacy policy allows for the misuse of student data
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• Student are required to sign up for a site or service to apply*
• The scholarship seems primarily used for lead generation** or idea harvesting purposes***
• The scholarship website has many grammatical errors and/or advertisements
• The scholarship or scholarship providing organization seem untrustworthy
• There is no evidence the scholarship was previously awarded
• The scholarship has not been awarded in the past 12 months
• There is no available contact information

If you believe a scholarship has been published in error, please reach out to [email protected] and we’ll take a look!

* There are certain exceptions to this, for example if the sponsoring organization is a major corporation or nonprofit with its own scholarship application system. ** Lead generation scholarships will require students to sign up for an app or website and require minimal (if any) application requirements. ***Idea harvesting scholarships will require students to submit blog posts or other materials that companies may use for marketing purposes.

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“Follow Your Own Path” Essay Scholarship This scholarship has been verified by the scholarship providing organization.

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At Scholarships360, our mission is to help students find and fund their postsecondary education. We know that students have a variety of educational and career interests and aspirations. That is why we are offering the “Follow Your Own Path” Essay Scholarship. This scholarship aims to support all current postsecondary students, regardless of the type of education they are pursuing. Thus, no matter your own unique educational path, we hope you apply for this $500 scholarship. In order to apply for the “Follow Your Own Path” Essay Scholarship, students must submit an essay about their career ambitions. Please note that applicants will be reviewed based on both the quality of their essay and quantity of scholarships applied for on the Scholarships360 platform. Scholarships360 users who are more active on the platform will be given higher consideration. We look forward to reading your application! Show Less

BigFuture $40k Essay-Free Scholarship This scholarship has been verified by the scholarship providing organization.

Offered by The College Board

Open to US-Based high school students in the class of 2025 — no essay, minimum GPA, test score, or citizenship requirements.

“Outstanding Undergraduate” Essay Scholarship This scholarship has been verified by the scholarship providing organization.

The U.S. is home to over 2,000 four-year universities offering bachelor’s degrees. However, attending such universities can sometimes come with hefty costs that can deter… Show More

The U.S. is home to over 2,000 four-year universities offering bachelor’s degrees. However, attending such universities can sometimes come with hefty costs that can deter students from attending. If you’re in a situation similar to this, we may just have the perfect scholarship opportunity for you: the “Outstanding Undergraduate” Essay Scholarship! With this scholarship, we aim to help out a lucky undergraduate student (enrolled during the 2024-25 academic year) who is passionate about their higher education journey and actively looking for ways to fund it. The scholarship is open to any U.S. citizen who is enrolled as an undergraduate at a four-year university in the U.S. during the 2023-24 academic year. In order to apply, submit an essay explaining how earning your bachelor’s degree will help you achieve your educational and career goals. Please note that applicants will be reviewed based on both the quality of their essay and quantity of scholarships applied for on the Scholarships360 platform. Scholarships360 users who are more active on the platform will be given higher consideration. We look forward to reading your application! Show Less

Ascent’s $10,000 Summer Scholarship Giveaway This scholarship has been verified by the scholarship providing organization.

Offered by Ascent Funding

As you soak up the summer vibes and look ahead to the next school year, it's never too early to start thinking about your internship… Show More

As you soak up the summer vibes and look ahead to the next school year, it's never too early to start thinking about your internship or job! Whether you're figuring out what interests you, checking out career resources, or picking up skills for your dream job, we want to know: Do you have what you need to enter the next phase of life, post-graduation? Ascent is committed to your long-term success and is giving away $10,000 to one lucky winner for sharing your feedback and ideas on what you need to build the skills and confidence to thrive in the workplace. To apply, complete these three easy steps below: Step 1: Visit the “Summer of Success Scholarship” to complete a quick survey and contact form. Step 2: Follow @ascentfunding on Instagram and like the post. Step 3: Tag 3 friends below that would benefit from this scholarship! Be sure to end your comment with #AscentSponsored. Disclaimer: Deadline to apply for Ascent’s $10,000 scholarship prize (1) is September 2nd at 8:59AM PT. To apply and see official rules, visit the “Summer of Success Scholarship” link here: AscentFunding.com/Scholarships. Show Less

Learning Disability Resources Foundation Awards Program

Offered by Learning Disability Resources Foundation

Are you a post-secondary student (not in your final year/semester of study) with Dyslexia, ADHD (Attention Deficit Hyperactivity Disorder), or another Learning Disorder diagnosis? Further,… Show More

Are you a post-secondary student (not in your final year/semester of study) with Dyslexia, ADHD (Attention Deficit Hyperactivity Disorder), or another Learning Disorder diagnosis? Further, are you in need of a tablet, laptop, or other electronic device to help you complete schoolwork and pursue your academic dreams? If so, the Learning Disability Resources Foundation Awards Program may be a great opportunity for you! Each year, the Program provides a laptop or tablet to multiple college or graduate students with Dyslexia, ADHD, or other learning disabilities who are not in their final year/semester of study. If this scholarship sounds like a fit for you, we encourage you to apply! Keep on reading for more details. Show Less

Mays Mission Scholarships

Offered by Mays Mission for the Handicapped

The Mays Mission Scholarships are funded by Mays Mission for the Handicapped, an organization that offers scholarships to deserving students with physical and/or mental disabilities.… Show More

The Mays Mission Scholarships are funded by Mays Mission for the Handicapped, an organization that offers scholarships to deserving students with physical and/or mental disabilities. Each year, their Mays Mission Scholarships award grants of varying amounts to students working towards a bachelor's degree who have a physical or mental disability. If this scholarship sounds like a fit for you, keep on reading for more application details. Show Less

$10,000 CollegeXpress Scholarship This scholarship has been verified by the scholarship providing organization.

Offered by CollegeXpress

Annual $10k scholarship from CollegeXpress open to all high school freshmen, sophomores, juniors and seniors.

INCIGHT Scholarship

Offered by INCIGHT

The INCIGHT Scholarship is funded by INCIGHT, an organization that unlocks the potential of individuals with disabilities through employment, education, and independence. Every year, their… Show More

The INCIGHT Scholarship is funded by INCIGHT, an organization that unlocks the potential of individuals with disabilities through employment, education, and independence. Every year, their INCIGHT Scholarship awards $500 to multiple Washington, Oregon, and California residents who will be attending institutions of higher education and have any type of disability. If this scholarship sounds like a fit for you, keep on reading for more application details. Show Less

Allegra Ford Thomas Scholarship

Offered by National Center for Learning Disabilities

Do you have a documented learning disability (LD) and/or ADHD and plan on enrolling in a postsecondary program? If so, consider applying for the Allegra… Show More

Do you have a documented learning disability (LD) and/or ADHD and plan on enrolling in a postsecondary program? If so, consider applying for the Allegra Ford Thomas Scholarship! The Allegra Ford Thomas Scholarship is open to graduating senior high school students who will enroll in a two-year community college, a technical/vocational program, or a specialized program for students with (LD) and/or ADHD. The scholarship is offered by the National Center for Learning Disabilities, a non-profit organization that provides leadership, public awareness, and grants to support research and innovative practices to assist those with learning disabilities. Each year, the scholarship awards $5,000 over two years ($2,500 each year) to help one (1) lucky student pay for their college costs. If this sounds like a good opportunity for you, we encourage you to apply! Show Less

Niche $10,000 “No Essay” Scholarship This scholarship has been verified by the scholarship providing organization.

Offered by Niche

Easy scholarship open to all high school and college students, as well as anyone looking to attend college or graduate school in the next year!

Anne Ford Scholarship

Do you have a documented learning disability (LD) and/or ADHD and plan on obtaining a bachelor’s degree? If so, consider applying for the Anne Ford… Show More

Do you have a documented learning disability (LD) and/or ADHD and plan on obtaining a bachelor’s degree? If so, consider applying for the Anne Ford Scholarship! The Anne Ford Scholarship is open to graduating high school seniors with a documented learning disability or ADHD who will enroll full-time in a bachelor’s degree program for the upcoming fall. The scholarship is offered by the National Center for Learning Disabilities, a non-profit organization that provides leadership, public awareness, and grants to support research and innovative practices to assist those with learning disabilities. Each year, their Anne Ford Scholarship awards $2,500 to help one lucky student pay for their college costs. This scholarship can be renewed up to three times, totaling $10,000 over the course of a four-year bachelor's program. If you have a learning disability or ADHD and want help funding your bachelor's degree, we encourage you to apply! Show Less

AACAP Pilot Research Award for Attention Disorders

Offered by American Academy of Child and Adolescent Psychiatry (AACAP)

The AACAP Pilot Research Award for Attention Disorders provides support to child and adolescent psychiatry fellows and early-career faculty who have an interest in beginning… Show More

The AACAP Pilot Research Award for Attention Disorders provides support to child and adolescent psychiatry fellows and early-career faculty who have an interest in beginning a career in child and adolescent psychiatry research. Candidates must: (1) be board-eligible/certified in child and adolescent psychiatry or enrolled in a child psychiatry residency or fellowship program, (2) have a faculty appointment in an accredited medical school or be in a fully accredited child and adolescent psychiatry clinical research or training program, and (3) be conducting research directly relating to attentional dysfunction. To apply, interested students must submit a project proposal, a letter of support from the section chief or department chair, a letter of support from the proposed mentor, their current curriculum vitae, their mentor's curriculum vitae, and a letter detailing any current research funding. If this sounds like a good opportunity for you, we encourage you to apply! Keep on reading to learn more. Show Less

$25k “Be Bold” No-Essay Scholarship This scholarship has been verified by the scholarship providing organization.

Offered by Bold.org

Open to high school students, college students, community college students, and graduate students.

NAJA Graduate Scholarship Program

Offered by National Association of Junior Auxiliaries, Inc.

Are you a graduate student interested in working directly with children to address their special needs? If so, consider applying for the NAJA Graduate Scholarship… Show More

Are you a graduate student interested in working directly with children to address their special needs? If so, consider applying for the NAJA Graduate Scholarship Program! The program is open to students pursuing graduate-level studies for one year in fields that address the special needs of children and youth. Some such needs may include counseling, mental health, special education, speech pathology, exceptional children, remedial skills development, and gifted and talented. To help address these needs, the scholarship program was created by the National Association of Junior Auxiliaries (NAJA). Since 1962, the Junior Auxiliary Project has served to help children and make a difference in their lives by providing support, resources, and education for its programs. Each year, multiple scholarships of varying amounts are awarded to help pay for the education of students planning to work with children. If you are interested in working with children and attending to their special needs, we encourage you to apply! Show Less

Fred J. Epstein Youth Achievement Award

Offered by Smart Kids with Learning Disabilities

The Fred J. Epstein Youth Achievement Award is funded by Smart Kids with Learning Disabilities, an organization that helps children with learning and attention differences… Show More

The Fred J. Epstein Youth Achievement Award is funded by Smart Kids with Learning Disabilities, an organization that helps children with learning and attention differences reach their full potential by inspiring, educating, and empowering parents to help their children succeed. Each year, their Fred J. Epstein Youth Achievement Award grants $1,000 to one (1) accomplished student aged 19 or younger with a learning disability or ADHD. If this scholarship sounds like a fit for you, keep on reading for more application details. Show Less

$1,000 Appily Easy College Money Scholarship This scholarship has been verified by the scholarship providing organization.

Offered by Appily

This easy scholarship from Appily is open to U.S. high school students (Class of 2025, 2026, 2027) and college transfer students. One scholarship will be… Show More

This easy scholarship from Appily is open to U.S. high school students (Class of 2025, 2026, 2027) and college transfer students. One scholarship will be awarded each month. Show Less

Challenge Met Scholarship

Offered by ARRL Foundation Inc.

The Challenge Met Scholarship is an opportunity for students with a learning disability and an active Amateur Radio License Class to showcase their dedication and… Show More

The Challenge Met Scholarship is an opportunity for students with a learning disability and an active Amateur Radio License Class to showcase their dedication and hard work. To apply, applicants must provide documentation of their learning disability and demonstrate their commitment to putting forth substantial effort, regardless of academic grades. Don't miss out on this chance to prove your mettle and earn financial support for your education. Show Less

Marion Huber Learning Through Listening Award

Offered by Learning Ally

Are you a graduating Learning Ally high school senior member with a learning disability? If so, consider applying for the Marion Huber Learning Through Listening… Show More

Are you a graduating Learning Ally high school senior member with a learning disability? If so, consider applying for the Marion Huber Learning Through Listening Award! The Marion Huber Learning Through Listening Award is open to graduating Learning Ally high school senior members with learning disabilities who plan to pursue postsecondary education. This scholarship is in honor of the long-term and loyal donor to Learning Ally, Marion Huber, who was particularly committed to its mission of engaging students with learning disabilities. Each year, the scholarship awards the top winners $6,000 each and special honors winners $2,000 each to help them cover the costs of their education. If you have a learning disability, are passionate about continuing your education, and are looking for help funding college, we encourage you to apply! Show Less

Jump ahead to…

How to win scholarships for students with ADHD

Adhd scholarship spotlight, resources for students with adhd, frequently asked questions about adhd scholarships.

• Explore these additional scholarship categories

As with any scholarship, ADHD scholarships are very competitive. In order to win funds for your education, it’s important to submit standout applications. One of the best ways to do this is to research the organizations offering the scholarships. Try to figure out their principles and values and emphasize these throughout your essays.

Remember, an effective scholarship application will emphasize how you have overcome your obstacles and discuss all that you hope to accomplish in the future, and how you plan to do it. Try to discuss the difficulties of ADHD as opportunities for growth rather than emphasizing the struggle you’ve had with them. Although these scholarships are meant to help ease the struggle that accompanies ADHD, organizations are looking to choose recipients who demonstrate that they can use the money to go on to do great things.

Writing guides for your essay

Once you’ve found some scholarship opportunities that are a good fit, it’s time to start applying. We can help you through the writing process with our guides, including how to write an essay about yourself , how to write a winning scholarship essay , and how to tailor your writing to 250 or 500 word limits.

Sometimes, starting out an essay is the hardest part. We can help you get those first words on paper with our guide on how to start a scholarship essay , and while you’re at it, check out our guide on how to end one . Finally, check out our guide on how to respond to the most common scholarship essay prompts !

Here are some of the most prestigious college scholarships to consider for students with ADHD:

The Allegra Ford Thomas Scholarship

This scholarship is awarded to a graduating high school senior with a documented learning disability who is planning to enroll in a two-year community college, a vocational or technical training program, or a specialized program for students with LD and/or ADHD. It’s worth $5,000 and scholarship recipients receive the award over two years. Merit and financial need are both taken into consideration.

The Anne Ford Scholarship

This scholarship is awarded to a graduating high school senior with a documented learning disability who is planning to enroll as a full-time student in a bachelor’s degree program. It’s wroth $10,000 and scholarship recipients receive the award over four years. Students must be enrolling at an accredited college to qualify. Merit and financial need are both taken into consideration.

The Fred J. Epstein Youth Achievement Award

Students with learning disabilities who are 19 or younger and have made great accomplishments in any field, be it STEM, art, literature, athletics, community service, or anything else, qualify for this award.

CHADD – Children and Adults with ADHD

This organization has a collection of helpful guides for people with ADHD. Because ADHD can present specific challenges in school, there are guides for how to succeed in school with ADHD.

ADDA—Attention Deficit Disorder Association

ADDA is an organization that provides resources for people with ADD. It includes online support groups, online ADD tests, and more.

Section 504 Accommodations for students with ADHD

As a student with ADHD, you are entitled to certain rights throughout your education. It’s important to know these rights and to know what to do if your teacher violates them. This resource helps you through that and is a great page to look back at if you ever are concerned that your rights are being infringed upon.

National Center for Learning Disabilities

The National Center for Learning Disabilities advocates for students with learning disabilities in the educational sphere. They also offer a collection of resources, conduct research, and facilitate many scholarship programs for students with learning disabilities such as ADHD and dyslexia. They help students pursue financial aid for their higher education, whether that higher education is a four-year degree, a graduate degree, or a vocational degree or any other type.

Top Easy Scholarships of July 2024

$10,000 “no essay” scholarship.

June 30, 2025

Jun 30, 2025

Easy scholarship open to all US-based high school, college, community college and graduate students.

$2,000 Sallie Mae Scholarship

July 31, 2024

Jul 31, 2024

Easy $2,000 monthly scholarship. No essay or account sign-ups, just a simple scholarship for those seeking help paying for school!

Niche $10,000 “No Essay” Scholarship

Can i get a scholarship for having adhd, is adhd considered a disability for college, what are the best colleges for adhd students, explore these other scholarship categories:.

• Top mental health scholarships
• Scholarships for s t udents with learning disabilities
• Top scholarships for high school seniors
• Easy scholarships to apply for
• Scholarships for college students

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More From Forbes

How not to write your college essay.

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If you are looking for the “secret formula” for writing a “winning” college essay, you have come to the wrong place. The reality is there is no silver bullet or strategy to write your way to an acceptance. There is not one topic or approach that will guarantee a favorable outcome.

At the end of the day, every admission office just wants to know more about you, what you value, and what excites you. They want to hear about your experiences through your own words and in your own voice. As you set out to write your essay, you will no doubt get input (both sought-after and unsolicited) on what to write. But how about what NOT Notcoin to write? There are avoidable blunders that applicants frequently make in drafting their essays. I asked college admission leaders, who have read thousands of submissions, to share their thoughts.

Don’t Go In There

There is wide consensus on this first one, so before you call on your Jedi mind tricks or predictive analytics, listen to the voices of a diverse range of admission deans. Peter Hagan, executive director of admissions at Syracuse University, sums it up best, saying, “I would recommend that students try not to get inside of our heads. He adds, “Too often the focus is on what they think we want.”

Andy Strickler, dean of admission and financial aid at Connecticut College agrees, warning, “Do NOT get caught in the trap of trying to figure out what is going to impress the admission committee. You have NO idea who is going to read your essay and what is going to connect with them. So, don't try to guess that.” Victoria Romero, vice president for enrollment, at Scripps College adds, “Do not write about something you don’t care about.” She says, “I think students try to figure out what an admission officer wants to read, and the reality is the reader begins every next essay with no expectations about the content THEY want to read.” Chrystal Russell, dean of admission at Hampden-Sydney College, agrees, saying, “If you're not interested in writing it, we will not be interested when reading it.” Jay Jacobs, vice provost for enrollment management at the University of Vermont elaborates, advising. “Don’t try to make yourself sound any different than you are.” He says, “The number one goal for admission officers is to better understand the applicant, what they like to do, what they want to do, where they spend the majority of their time, and what makes them tick. If a student stays genuine to that, it will shine through and make an engaging and successful essay.”

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Don’t Be Artificial

The headlines about college admission are dominated by stories about artificial intelligence and the college essay. Let’s set some ground rules–to allow ChatGPT or some other tool to do your work is not only unethical, it is also unintelligent. The only worse mistake you could make is to let another human write your essay for you. Instead of preoccupying yourself with whether or not colleges are using AI detection software (most are not), spend your time focused on how best to express yourself authentically. Rick Clark is the executive director of strategic student success at Georgia Institute of Technology, one of the first institutions to clearly outline their AI policy for applicants. He says, “Much of a college application is devoted to lines, boxes, and numbers. Essays and supplements are the one place to establish connection, personality, and distinction. AI, in its current state, is terrible at all three.” He adds, “My hope is that students will use ChatGPT or other tools for brainstorming and to get started, but then move quickly into crafting an essay that will provide insight and value.”

Don’t Overdo It

Michael Stefanowicz, vice president for enrollment management at Landmark College says, “You can only cover so much detail about yourself in an admission essay, and a lot of students feel pressure to tell their life story or choose their most defining experience to date as an essay topic. Admission professionals know that you’re sharing just one part of your lived experience in the essay.” He adds, “Some of the favorite essays I’ve read have been episodic, reflecting on the way you’ve found meaning in a seemingly ordinary experience, advice you’ve lived out, a mistake you’ve learned from, or a special tradition in your life.” Gary Ross, vice president for admission and financial aid at Colgate University adds, “More than a few applicants each year craft essays that talk about the frustration and struggles they have experienced in identifying a topic for their college application essay. Presenting your college application essay as a smorgasbord of topics that ultimately landed on the cutting room floor does not give us much insight into an applicant.”

Don’t Believe In Magic

Jason Nevinger, senior director of admission at the University of Rochester warns, “Be skeptical of anyone or any company telling you, ‘This is the essay that got me into _____.’ There is no magic topic, approach, sentence structure, or prose that got any student into any institution ever.” Social media is littered with advertisements promising strategic essay help. Don’t waste your time, energy, or money trying to emulate a certain style, topic, or tone. Liz Cheron is chief executive officer for the Coalition for College and former assistant vice president of enrollment & dean of admissions at Northeastern University. She agrees with Nevinger, saying “Don't put pressure on yourself to find the perfect, slam dunk topic. The vast majority of college essays do exactly what they're supposed to do–they are well-written and tell the admission officer more about the student in that student's voice–and that can take many different forms.”

Don’t Over Recycle

Beatrice Atkinson-Myers, associate director of global recruitment at the University of California at Santa Cruz tells students, “Do not use the same response for each university; research and craft your essay to match the program at the university you are interested in studying. Don't waste time telling me things I can read elsewhere in your application. Use your essay to give the admissions officer insights into your motivations, interests, and thinking. Don't make your essay the kitchen sink, focus on one or two examples which demonstrate your depth and creativity.” Her UC colleague, Jim Rawlins, associate vice chancellor of enrollment management at the University of California at San Diego agrees, saying “Answer the question. Not doing so is the surest way we can tell you are simply giving us a snippet of something you actually wrote for a different purpose.”

Don’t Overedit

Emily Roper-Doten, vice president for undergraduate admissions and financial assistance at Clark University warns against “Too many editors!” She says, “Pick a couple of trusted folks to be your sounding board when considering topics and as readers once you have drafts. You don’t want too many voices in your essay to drown you out!” Scripps’ Romero agrees, suggesting, “Ask a good friend, someone you trust and knows you well, to read your essays.” She adds, “The goal is for the admission committee to get to know a little about you and who better to help you create that framework, than a good friend. This may not work for all students because of content but helps them understand it’s important to be themselves.” Whitney Soule, vice provost and dean of admissions at The University of Pennsylvania adds, “Avoid well-meaning editorial interference that might seem to polish your writing but actually takes your own personal ‘shine’ right out of the message.” She says, “As readers, we connect to applicants through their genuine tone and style. Considering editorial advice for flow and message is OK but hold on to the 'you' for what you want to say and how you want to say it.”

Don’t Get Showy

Palmer Muntz, senior regional admissions counselor at the University of Alaska Fairbanks cautions applicants, “Don’t be fancier than you are. You don’t need to put on airs.” He adds, “Yes, proofread your work for grammar and spelling, but be natural. Craft something you’d want to read yourself, which probably means keeping your paragraphs short, using familiar words, and writing in an active voice.” Connecticut College’s Strickler agrees, warning, “Don't try to be someone you are not. If you are not funny, don't try to write a funny essay. If you are not an intellectual, trying to write an intellectual essay is a bad idea.”

Anthony Jones, the vice president of enrollment management at Loyola University New Orleans offers a unique metaphor for thinking about the essay. He says, “In the new world of the hyper-fast college admission process, it's become easy to overlook the essential meaning of the college application. It's meant to reveal Y...O...U, the real you, not some phony digital avatar. Think of the essay as the essence of that voice but in analog. Like the completeness and authenticity captured in a vinyl record, the few lines you're given to explain your view should be a slow walk through unrestrained expression chock full of unapologetic nuances, crevices of emotion, and exactness about how you feel in the moment. Then, and only then, can you give the admissions officer an experience that makes them want to tune in and listen for more.”

Don’t Be A Downer

James Nondorf, vice president and dean of admissions and financial aid at The University of Chicago says, “Don’t be negative about other people, be appreciative of those who have supported you, and be excited about who you are and what you will bring to our campus!” He adds, “While admissions offices want smart students for our classrooms, we also want kind-hearted, caring, and joyous students who will add to our campus communities too.”

Don’t Pattern Match

Alan Ramirez is the dean of admission and financial aid at Sewanee, The University of the South. He explains, “A big concern I have is when students find themselves comparing their writing to other students or past applicants and transform their writing to be more like those individuals as a way to better their chances of offering a more-compelling essay.” He emphasizes that the result is that the “essay is no longer authentic nor the best representation of themselves and the whole point of the essay is lost. Their distinctive voice and viewpoint contribute to the range of voices in the incoming class, enhancing the diversity of perspectives we aim to achieve.” Ramirez simple tells students, “Be yourself, that’s what we want to see, plus there's no one else who can do it better than you!”

Don’t Feel Tied To A Topic

Jessica Ricker is the vice president for enrollment and dean of admissions and financial aid at Skidmore College. She says, “Sometimes students feel they must tell a story of grief or hardship, and then end up reliving that during the essay-writing process in ways that are emotionally detrimental. I encourage students to choose a topic they can reflect upon positively but recommend that if they choose a more challenging experience to write about, they avoid belaboring the details and instead focus on the outcome of that journey.” She adds, "They simply need to name it, frame its impact, and then help us as the reader understand how it has shaped their lens on life and their approach moving forward.”

Landmark College’s Stefanowicz adds, “A lot of students worry about how personal to get in sharing a part of their identity like your race or heritage (recalling last year’s Supreme Court case about race-conscious admissions), a learning difference or other disability, your religious values, LGBTQ identity…the list goes on.” He emphasizes, “This is always your choice, and your essay doesn’t have to be about a defining identity. But I encourage you to be fully yourself as you present yourself to colleges—because the college admission process is about finding a school where your whole self is welcome and you find a setting to flourish!”

Don’t Be Redundant

Hillen Grason Jr., dean of admission at Franklin & Marshall College, advises, “Don't repeat academic or co-curricular information that is easily identifiable within other parts of your application unless the topic is a core tenant of you as an individual.” He adds, “Use your essay, and other parts of your application, wisely. Your essay is the best way to convey who your authentic self is to the schools you apply. If you navigated a situation that led to a dip in your grades or co-curricular involvement, leverage the ‘additional information’ section of the application.

Thomas Marr is a regional manager of admissions for the Americas at The University of St Andrews in Scotland and points out that “Not all international schools use the main college essay as part of their assessment when reviewing student applications.” He says, “At the University of St Andrews, we focus on the supplemental essay and students should avoid the mistake of making the supplemental a repeat of their other essay. The supplemental (called the Personal Statement if using the UCAS application process) is to show the extent of their passion and enthusiasm for the subject/s to which they are applying and we expect about 75% of the content to cover this. They can use the remaining space to mention their interests outside of the classroom. Some students confuse passion for the school with passion for their subject; do not fall into that trap.”

A Few Final Don’ts

Don’t delay. Every college applicant I have ever worked with has wished they had started earlier. You can best avoid the pitfalls above if you give yourself the time and space to write a thoughtful essay and welcome feedback openly but cautiously. Don’t put too much pressure on yourself to be perfect . Do your best, share your voice, and stay true to who you are.

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Scholarships for Students with ADHD or LD

College acceptance letters have started to trickle in, but now how to finance university tuition these national and state scholarships, specifically awarded to students with adhd or ld, might be able to help..

Several college scholarships are specifically designed to help assist students with attention deficit hyperactivity disorder ( ADHD ), learning disabilities (LD) and autism. We’ve done our best to highlight them here. If you know of any others, please share them in the comments.

Nationwide Opportunities

The American Association on Health and Disability awards the  AAHD Frederick J. Krause Scholarship on Health and Disability annually to a student with a disability who is pursuing secondary education in the fields of health and disability.

The Disability Care Center offers $500 scholarships to students who are disabled, or seeking a degree in special education.

The Dyslexia Advantage awards the Karina Eide Memorial College Scholarship ($1,000) to 5 students with dyslexia and financial need who are attending a 2- or 4-year college.

Gem Learning offers a scholarship twice a year to students with dyslexia or auditory processing disorder in the U.S. and Canada to attend college.

Learning Ally offers the Marion Huber Learning Through Listening® (LTL®) Awards to high school seniors who are Learning Ally members with learning disabilities.

The Lime Network , in partnership with Google, offers the Google-Lime Scholarship for students pursuing a computer science or computer engineering degree, and living with a disability in the U.S. ($10,000) or Canada ($5,000).

The Microsoft disAbility Scholarship gives $5,000 (renewable annually up to $20,000) to students with disabilities who plan to attend a vocational or academic college and target a career in the technology industry . 

The National Center for Learning Disabilities offers two scholarships annually for students with learning and attention issues: the Allegra Ford Thomas Scholarship ($5,000) to a graduating high school senior who will enroll in a two-year community college, a vocational or technical training program, or a specialized program for students with LD and/or ADHD in the fall and the Anne Ford Scholarship ($10,000) to a graduating high school senior who will be enrolled in a full-time bachelor’s degree program in the fall.

The Joseph James Morelli Legacy Foundation Scholarship is awarded annually in the amount of $500 to $2,500. Applicants must be pursuing a degree in STEM field (science, technology, engineering, math). Applicants must have a demonstrated learning challenge of dyslexia or similar reading and/or language-based disability. ADD alone does not qualify a student for the scholarship.

The American Speech-Language-Hearing Foundation (ASHFoundation) invites full-time students who will be or who are currently enrolled in a graduate program in communication sciences and disorders to apply for graduate scholarships.

The Foundation for Science and Disability (FSD) offers the Science Graduate Student Grant Fund  to fourth year undergraduates (who are disabled and have been accepted to a graduate or professional school in the sciences) and graduate science students who have a disability.  Awards of $1000 each are made to support research projects of qualified university students in any field of Mathematics, Science, Medicine, Technology, or Engineering.

Landmark College — Vocational Rehabilitation Grants  are packaged financial aid opportunities for disability scholarships based upon need. The college participates in private and federal grant programs.

The  Ability Center Disability Scholarships  require that you have a disability of any type that may require additional assistance not provided to a traditional student. Scholarship recipients must be from Lucas, Wood, Fulton, Henry, Ottawa, Defiance or Williams county in Ohio or Monroe or Lenawee county in Michigan.

State- and School-Specific Opportunities

• Arkansas: The Ralph G. Norman Scholarship offers $2,500 to an Arkansas resident pursuing higher education.
• Indiana:  The Indiana University Bloomington awards a variety scholarships for students, funded by their donors, the Division of Student Affairs, and the Office of Disability Services for Students. Learn more on the Indiana University website .
• Florida: Florida State University offers a scholarship to students with learning disabilities. Information can be found on the FSU Student Disability Resource Center website .
• Michigan: The University of Michigan has the   Nabi Family Scholarship  , two awards of $4,000 for students enrolled in the University of Michigan Services for Students with Disabilities.
• Oklahoma: The DREAM Institute has established a scholar award for Oklahoma students with physical and/or learning disabilities that are pursuing a higher education degree at an Oklahoma in state college or university. Students must be enrolled as a full time student.
• Oregon and Southwest Washington : Incight, a leading non-profit supporting people with disabilities, offers yearly scholarships for students attending college in Oregon or Southwest Washington. Check the Incight website for more information.
• Texas : Texas A&M University awards a variety of scholarships for students with learning disabilities. Learn more in the Texas A&M University Disability Services website .

College Scholarships: Next Steps

• Learn: Yes, You Can Get ADHD Accommodations In College
• Read: Destination: College
• Understand: Her Way With Words

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