Academic and Social Challenges among Students with Attention Deficit/Hyperactivity Disorder in Saudi Universities

Abstract

This study aimed to identify the level of academic and social challenges faced by university students with Attention-Deficit/Hyperactivity Disorder (ADHD) in Saudi universities and to examine differences in these challenges according to gender. The study sample consisted of 131 male and female students, including 45 males and 77 females, from Saudi universities. The descriptive research design was adopted, and the Academic and Social Challenges Questionnaire, developed by the two researchers, was administered. The results indicated that the level of academic challenges was very high, as these students experienced clear difficulties in maintaining concentration during lectures, managing time, and completing academic tasks on time. The findings also revealed that the level of social challenges was high, with the most prominent challenges including deficits in social interaction, impulsivity in communication, and difficulties in emotional regulation. The results of the independent samples t-test showed no statistically significant differences in the levels of academic and social challenges attributable to gender, indicating that the nature of challenges faced by male and female students is similar. The study findings emphasize the importance of enhancing academic and counseling support programs within Saudi universities and developing academic accommodations and support services to improve the academic and social adjustment of students with ADHD.