Breaking barriers: when international students have ADHD

“Everyone has trouble paying attention sometimes.” 

As harmless as this statement may sound, it is one of the most unhelpful phrases someone with Attention Deficit Hyperactivity Disorder (ADHD) can hear. ADHD isn’t just about occasional forgetfulness or lack of focus – it’s a neurodevelopmental disorder that can deeply affect how someone navigates their day-to-day life. Four to six per cent of adults and five to seven per cent of children, or approximately 1.8 million Canadians have ADHD. As someone who is neurodivergent and has ADHD, I understand these challenges intimately. I’ve also seen how they play out in the lives of international students, a group I’ve worked with for more than 15 years. 

The reality is, for international students, the challenges of having ADHD are layered with unique complexities. I’ve watched students grapple with more than just academic hurdles. They’re navigating a foreign education system, dealing with cultural expectations, and often carrying the weight of family and financial pressures. These compounded barriers can make higher education in another country an overwhelming experience. 

The silent struggles 

I’ve sat across from students in my office who have confided that they had never heard of ADHD until they came to Canada. Others shared that though they had heard of ADHD, it wasn’t a subject that is openly talked about in their home countries. Many students come from cultures where mental health – and particularly neurodivergence – is rarely discussed or is heavily stigmatized. These students describe feeling “lazy” or “incapable” because that is how they’ve been labeled for years, despite showing clear symptoms of ADHD.  

I am often able to relate to their stories, because until recently, the experience in Canada was no different. I see my younger self in these students, struggling to meet expectations set by a neurotypical world. However, the obstacles they face can be as varied as the students themselves. For some, the challenge lies in navigating higher education as an English language learner, while adjusting to an unfamiliar educational system. For others, language may not be a barrier, but cultural differences in understanding ADHD, or religious perspectives on mental disability create distinct obstacles. As such, each international student’s experience is shaped by the intersection of their cultural, linguistic, and personal identities. 

The pressure to adapt 

One of the most striking things I’ve observed is how often neurodivergent students are expected to simply “adapt.” A bustling campus with its fluorescent lights, constant noise and packed lecture halls can be overwhelming for anyone, but for students with ADHD, it can be profoundly disorienting.  

Western academic culture, with its rigid deadlines and expectations for independent learning, often clashes with the support structures to which many international students are accustomed, especially if they have recently transitioned from high school. Some students from education systems predicated on rote learning and strict schedules, can suddenly find themselves expected to manage multiple projects and assignments with little guidance. Without accommodations, these students are left to fend for themselves, often at great personal and academic cost. 

The role of institutions: what needs to change 

Canadian universities have a responsibility to bridge these gaps. As someone who has worked closely with both neurodivergent and international student populations, I’ve seen first-hand how institutional changes can make a world of difference. I believe the following steps are essential to bring about meaningful change:  

1. Raising awareness and educating the community 

Faculty, staff and students need to understand what ADHD really is – and what it isn’t. Through workshops and training sessions, institutions can help dismantle harmful stereotypes and create safer environments. The most successful educational campaigns I’ve seen focus on two objectives: stigma reduction and empathy development. Students need assurance that their individual experiences are understood, while feeling supported in their academic journey.  

2. Implementing Universal Design for Learning (UDL) 

I’m a firm believer in UDL, which emphasizes flexibility in how students engage with their learning. Beyond accommodating ADHD, UDL aims to create a learning environment where all students can thrive. The UDL framework aims to create equal opportunities for success for students from all walks of life, from the EAL student to the undiagnosed ADHD student. Whether it’s offering recorded lectures, providing alternative formats for assignments, or breaking down large projects into manageable sections, UDL ensures that students are not left behind simply because they learn differently. 

3. Simplifying the accommodation process 

Navigating accommodations shouldn’t feel like finding your way out of a labyrinth. I’ve seen students give up halfway through the process because it’s too complicated, because they’re unsure of their rights, or because the diagnosis process seems financially out of reach. Universities need clear, simple pathways for accessing accommodations and diagnosis. Some institutions in Canada are currently partnering with university clinical training centres to offer affordable options for diagnosis. These partnerships are central to combating the long wait times at public clinics, or the sky-high costs at private clinics across the country.  

4. Creating peer support networks 

Sometimes the best support comes from someone who’s been through it themselves. Peer mentorship programs can connect international students with others who’ve successfully navigated the challenges of ADHD and the Canadian education system. These connections foster a sense of belonging and provide invaluable practical advice on managing time, handling coursework and accessing resources. 

5. Expanding mental health services 

Finally, universities must invest in mental health services that understand the unique needs of international students. This means hiring culturally competent counselors who are trained to recognize and support neurodivergence. For many students, simply knowing that someone “gets it” can be life-changing. 

A call for change 

The challenges international students with ADHD confront are multi-faceted and not easily overcome.  However, with the right institutional support, we can remove many of the barriers that currently stand in their way. I’ve seen how transformative these changes can be – not just for academic success, but for students’ confidence and well-being.