Utilizing Campus Resources: Disability Services and Accommodations

Discover tips, treatment options, and support strategies from the Finding Focus Care Team

Last Update: May 14th, 2025 | Estimated Read Time: 7 min        

Introduction: The Importance of Access and Support

For students with Attention-Deficit/Hyperactivity Disorder (ADHD), entering university presents both exciting opportunities and substantial challenges. The shift to independent learning, increased academic expectations, and a less structured environment can significantly affect students whose executive functioning skills, such as planning, time management, and sustained attention, are already compromised.

Although many students with ADHD possess high intellectual potential and motivation, research indicates they are at an elevated risk for academic underperformance and attrition if adequate supports are not implemented (Weyandt & DuPaul, 2006). Disability services, including formal accommodations, are vital tools for leveling the educational playing field. Yet, many students do not engage with these services due to stigma, lack of awareness, or uncertainty about their eligibility.

This article outlines the role of disability services, how to access them, and why they are essential to academic and emotional success in post-secondary environments.

ADHD and Executive Functioning in University Settings

ADHD is a neurodevelopmental disorder that affects regulatory brain functions, especially those mediated by the prefrontal cortex. These include inhibition, working memory, task initiation, and emotional regulation, all of which are critical to navigating the demands of university life.

Students with ADHD frequently encounter barriers such as:

• Time management difficulties: Long deadlines and unstructured schedules can lead to procrastination and missed assignments.
  
  
• Distractibility and sensory overload: Large lectures or noisy residences may hinder focus.
  
  
• Working memory deficits: Challenges in retaining instructions or organizing thoughts for academic tasks.
  
  
• Emotional dysregulation: Increased stress, irritability, and anxiety during peak academic periods.
  
  

These difficulties are not a reflection of poor effort or ability, but rather of a neurological profile that requires specific supports to thrive.

Disability Services: Purpose and Process

All publicly funded Canadian universities are legally mandated to provide academic accommodations under provincial human rights codes. ADHD is recognized as a disability when it substantially interferes with educational functioning. Disability or accessibility services offices, though they may operate under varying names, facilitate this support.

Common Accommodations for ADHD Include:

• Extended time for exams or assignments
  
  
• Distraction-reduced testing environments
  
  
• Access to note-taking or lecture capture services
  
  
• Priority course registration
  
  
• Flexibility regarding attendance or participation
  
  
• Assistive technologies (e.g., speech-to-text software)
  
  

These accommodations are designed to remove systemic barriers, not to confer an advantage. They allow students to demonstrate their competencies without being disproportionately hindered by their symptoms.

The registration process typically includes:

1. Provision of Documentation: Students submit a medical or psychological evaluation confirming an ADHD diagnosis.
   
   
2. Intake Appointment: A confidential meeting with an accessibility advisor explores functional impacts and identifies appropriate supports.
   
   
3. Development of an Accommodation Plan: A formal document is shared with faculty outlining the agreed-upon accommodations.
   
   
4. Ongoing Communication: Students may be required to advocate for the implementation of supports and provide reminders each term.
   
   

Because accommodations are not retroactive, early registration, preferably before midterms, is recommended.

Challenging Stigma and Encouraging Help-Seeking

Despite increased mental health awareness, many students report reluctance to seek disability-related support due to fear of judgment or internalized stigma. A 2002 study found that perceived stigma can significantly reduce help-seeking behaviour in students with disabilities (Hartman-Hall & Haaga, 2002). This stigma may stem from concerns about being perceived as academically weak or "different."

This is especially problematic for ADHD, a condition often misunderstood as a motivational deficit rather than a legitimate cognitive impairment. However, engagement with disability services is a proactive strategy that reflects self-awareness, resilience, and academic responsibility.

When institutions foster inclusive cultures and students are educated about their rights and neurodiversity, the stigma associated with accommodations diminishes. Creating a campus environment where seeking support is normalized is essential for equity and retention.

Integrating Campus Supports and Personal Strategies

Disability accommodations are most effective when integrated with personal management strategies and complementary campus resources. Students with ADHD often benefit from multi-modal support systems that include:

• Academic skills coaching: Time management and study technique development.
  
  
• ADHD-specific coaching or peer mentoring: Helps students remain accountable and set realistic academic goals.
  
  
• Mental health services: Addresses comorbid conditions such as anxiety or depression that frequently co-occur with ADHD.
  
  

Additionally, cognitive-behavioural therapy (CBT) has demonstrated efficacy in improving executive functioning and reducing emotional reactivity in students with ADHD (Knouse & Safren, 2010). CBT equips students with tools for cognitive restructuring, prioritization, and problem-solving, which complement academic accommodations.

Effective self-management also involves building habits such as using digital calendars, breaking tasks into structured components, and adhering to a consistent study routine.

Moving Forward: Empowerment Through Access

Seeking disability accommodations is not an act of dependency, it is an exercise in self-advocacy and strategic planning. With appropriate supports, students with ADHD can excel academically, develop greater self-efficacy, and reduce unnecessary stress.

As Weyandt and DuPaul (2006) emphasize, academic success among students with ADHD is largely influenced by environmental modifications and institutional responsiveness. By accessing disability services early and integrating complementary tools, students position themselves for long-term success and personal growth.

Universities have a responsibility to foster inclusive learning environments. Equally, students should be encouraged and empowered to claim the accommodations to which they are entitled. The journey through post-secondary education is challenging, but with the right supports in place, it can also be transformative.

Finding Focus Care Team

We are a group of nurse practitioners, continuous care specialists, creators, and writers, all committed to excellence in patient care and expertise in ADHD. We share content that illuminates aspects of ADHD and broader health care topics. Each article is medically verified and approved by the Finding Focus Care Team. You can contact us at Finding Focus Support if you have any questions!

References

Barkley, R. A., & Murphy, K. R. (2010). Impairment in occupational functioning and adult ADHD: The predictive utility of executive function ratings versus EF tests. Archives of Clinical Neuropsychology, 25(3), 157–173. Link  

‍

Hartman-Hall, H. M., & Haaga, D. A. F. (2002). College students’ willingness to seek help for their learning disabilities. Journal of College Student Psychotherapy, 17(1), 31–47. Link  

Knouse, L. E., & Safren, S. A. (2010). Current status of cognitive behavioral therapy for adult attention-deficit hyperactivity disorder. Psychiatric Clinics of North America, 33(3), 497–509. Link  

Weyandt, L. L., & DuPaul, G. J. (2006). ADHD in college students: A review of the literature. Journal of Attention Disorders, 10(1), 9–19. Link