The rise in ADHD-related needs is undeniable for university leaders, with one national study finding 12.7% of all students reporting an ADHD or ADD diagnosis.* Yet, significant barriers, including prohibitive costs, waitlists, and a shortage of providers, often prevent these students, and others who remain undiagnosed, from accessing the support they need.

We’re bringing together clinical experts for a discussion on how institutions can evolve their approach to meet this challenge. We will explore strategies to expand access and clinical capacity while maintaining the rigorous standards necessary for student success and retention.

In this session, we’ll discuss:

• Aligning with campus standards: Ensuring assessments meet the specific documentation requirements of Disability Resource departments so students can successfully qualify for academic accommodations.
• Ensuring diagnostic accuracy: Differentiating between ADHD and co-occurring conditions like anxiety to prevent misdiagnosis and guide students toward the most effective treatment.
• Uncovering hidden needs: Identifying students who do not fit the common ADHD profile, who might otherwise be missed.
• Timely intervention: Eliminating operational bottlenecks that delay support, ensuring students receive access to reasonable accommodations before their academic performance suffers.

Panelists:

*Data from American College Health Association-National College Health Assessment III (ACHA-NCHA III) Spring 2025 Reference Group Executive Summary.