Transitioning from child and adolescent healthcare services to adult services is widely regarded as a challenging period for young people with chronic diseases. It is increasingly recognised that preparation for these transitions is often insufficient – for patients and their families, as well as for adult providers. The understanding that ADHD has a neurodevelopmental background, and nearly 50% of all cases persist into adulthood with an increasing risk of comorbidities and functional disorders, leads to the need to develop ideal strategies to address the specific needs of this population.
In this regular column, we feature a collection of abstracts that highlight some of the new research in the field of attention deficit hyperactivity disorder (ADHD). Research in this field is diverse and rapidly expanding, and we will endeavour to give you a sample of new findings and trends.
Historically, young people with attention deficit hyperactivity disorder (ADHD) have been unlikely to enrol into further education, and of those who did, few graduated at the same time as their non-ADHD peers. University students with ADHD may experience learning difficulties or problems that make it harder for them to learn in the same way as their non-ADHD peers. Being able to self-direct study, attend classes at different times, take copious notes, complete course work and be organised or efficient are some of the activities that university students with ADHD might experience as challenging.
Attention deficit hyperactivity disorder (ADHD) affects approximately 5% of children and adolescents and 2.5% of adults. Due to their inattention and/or impulsivity and hyperactivity, individuals affected by ADHD are at risk of underachieving academically, being underemployed and being prone to depression, sleep disturbances, antisocial behaviour, gambling, drug use, serious accidents, conflictual social relationships and poor fitness. However, effective prevention and intervention approaches that enable individuals to control their impulses and regulate their activities can reduce the risk of these negative outcomes. Importantly, these approaches need to accommodate the different demands facing children, adolescents and adults with ADHD as they move from one stage of life to another and as they try to keep up with society’s different and increasing demands.