SUPPORT PROGRAM FOR STUDENTS WITH ADHD AT A UNIVERSITY

Abstract

Graduation can be challenging for students with Attention Deficit and Hyperactivity Disorder (ADHD), affecting their academic performance and everyday life. This study evaluated the effectiveness of a psychological support program for these students at a higher education institution. Using questionnaires applied to 30 students and teachers, the study investigated satisfaction with the program, the effectiveness of pedagogical adaptations and the frequency of use of services. The results indicate that 50% of students were completely satisfied with the program, while 36.7% were partially satisfied. However, 43.3% of students do not seek help for academic problems, demonstrating a lack of awareness about the importance of support. Academic anxiety was high, with 50% of students reporting high levels. Among teachers, 75% received information about supported students, but there were inconsistencies in communication and the best pedagogical adaptations. The study concludes that, despite the positive impact of the program, there is a need to improve communication between psychological support and pedagogical equipment, as well as increasing students' awareness of the services offered. Continuity and expansion of the program is recommended to improve support for students with ADHD.