Through the lens of a significant other: perceptions of individual strengths and required support for neurodivergent females with attention deficit hyperactivity disorder (ADHD) in university and education career settings.

PURPOSE: Limited research to date explores the role of significant others for females with attention deficit hyperactivity disorder (ADHD). Their perspectives are important as they often provide unique insights into daily challenges and strengths experienced by females with ADHD. This study explores the subjective impressions of university life and career experiences within the education sector from the perspective of 11 significant others of females with ADHD. Significant others were either a parent, friend, colleague, or partner of a female with ADHD.

MATERIALS AND

METHODS

Data from semi-structured individual interviews were analyzed using thematic analysis. Three major themes were identified.

RESULTS

Significant others reported that females with ADHD experience positive and negative consequences related to their diagnosis. Their symptomology complicates their career goals. They have a complex relationship with the female with ADHD, often challenged by her behavior and the support that is required. The significant other uses a range of strategies as supports related to their career, medication, and social connections. They also provided emotional and well-being support.

CONCLUSION

These data will inform recommendations to university staff, support officers, counsellors, and work colleagues/school leaders on the type of support, guidance, and accommodations required to realize successful university and career outcomes for these females.