Support for Motivation and Academic Success Among Graduate Counseling Students with ADHD

Abstract

This phenomenological study explored the perceptions and experiences of graduate students with ADHD in counseling programs. Fifteen students, all of whom were graduate counseling students with a self-reported ADHD diagnosis enrolled at a CACREP clinical mental health program participated in semi-structured interviews. Five prominent themes emerged through thematic analysis: (a) shift from undergraduate to graduate programs, (b) varying role of ADHD, (c) influence of self-perception, (d) influence of social and contextual factors and (e) influence of the counselor educator. Study implications suggest that counselor education programs must adapt to better support counseling students with ADHD by reevaluating current practices and that counselor educators are needed to serve as a key component in student experience and support in their counseling graduate program.