JOURNAL OF AMERICAN COLLEGE HEALTH, VOL. 57, NO.
Professor Perceptions of College Students With
Attention Deficit Hyperactivity Disorder
Teresa Ann Vance, MEd; Lisa Weyandt, PhD
Abstract. Objective: From April to June 2005, the authors investi-
gated professor perceptions of college students with attention defi-
cit hyperactivity disorder (ADHD). Participants: 253 participants
completed the ADHD Beliefs Survey-Revised, a 40-question survey
measuring professor perceptions of ADHD. Methods: Analysis of
variance measured false and reasonable beliefs related to ADHD.
Results: Results indicated that professors with differing levels of
education, years of teaching experience, colleges in the university or
community college, previous experiences with a student with ADHD,
and ADHD training did not differ significantly in perceptions regard-
ing general ADHD knowledge or college students with ADHD.
Keywords: ADHD, college students, professor perceptions
A
ttention deficit hyperactivity disorder (ADHD) is
characterized by developmentally inappropriate
levels of inattention, hyperactivity, and impulsiv-
ity.1 Currently, in the United States, as many as 10% of chil-
dren are diagnosed with ADHD, with twice as many boys
receiving the diagnosis as girls.2 More recently, ADHD
has been found to continue into adulthood and has greatly
impacted college students, who must learn to function and
succeed in a college setting while living with the disorder.3
The exact percentage of college students with ADHD is
unknown; however, research indicates that a significant per-
centage of college students report ADHD symptoms.4,5 In
addition, approximately 25% of college students receiving
Disability Support Services (DSS) receive accommodations
for ADHD.6
Although relatively few studies examining ADHD in
adulthood exist, even fewer studies have been conducted on
Ms Vance is a school psychologist at Ogden Elementary School
in Vancouver, Washington. Dr Weyandt is with the Department of
Psychology at the University of Rhode Island, Kingston.
Copyright © 2008 Heldref Publications
303
college students with ADHD.7 Because ADHD often goes
undetected in this population, it has been proposed that
students with ADHD are at an increased risk for academic
failure and other problems related to school.8 According to
the Office of Special Education and Rehabilitative Services,
29% of individuals aged 16 years or older with a disabil-
ity and enrolled in postsecondary education in 1986 rose
to 45% in 1994.9 In 1996, as many as 9% of all students
attending college reported having a disability.9 Harris and
Robertson reported that in 1998, the number of students
with disabilities going to college had tripled.10 Because
research indicates that a higher percentage of young adults
with ADHD are attending college than previously believed,
insight is needed into how college students with ADHD are
perceived.4 Furthermore, according to DuPaul et al,4 20%
to 30% of children and adolescents diagnosed with ADHD
also have a learning disability. Therefore, it is likely that
the beliefs professors hold about students with learning dis-
abilities, who may or may not also have ADHD, would hold
true in applying these perceptions to a population of college
students diagnosed with ADHD.
Nelson, Dodd, and Smith11 sought to evaluate the instruc-
tional practices of faculty when students with learning dis-
abilities were present in the classroom, as well as to identify
if differences in willingness to accommodate students were
apparent among the academic departments. A questionnaire
sent to 141 faculty in a northwestern college indicated that
faculty were willing to provide accommodations to students
with learning disabilities. Responses varied, however, on
what type of accommodations should be provided. For
example, a little more than half of faculty were willing to
accept alternative assignments or provide copies of their
lecture notes, whereas approximately 67% would accept
tape-recorded assignments or the use of a proofreader.
Willingness also varied depending on the department of
Vance & Weyandt
the faculty members. The College of Education provided
higher ratings on willingness when compared to the College
of Business or the College of Arts and Sciences. Approxi-
mately 85% of education faculty were willing to provide
students assignments in advance, compared to the business
faculty, with only 15.8% willing to do the same. Further-
more, results indicated, when broken down by academic
department, the majority of faculty members who were
willing to accommodate students with learning disabilities
resided in the education department. These findings reveal
that the perception a professor holds of a student with a
learning disability or ADHD may be associated with the
department of which they are a member.
Houck et al12 also examined faculty perceptions of stu-
dents with learning disabilities. One hundred and nine
faculty from 8 colleges in the university participated in
the study. Findings suggested that although professors
did agree that accommodations should be made and those
accommodations should be fair, they reported that they
would like additional information on learning disabilities,
including whether students with learning disabilities are
able to complete a degree at the university. They also stated
that having a learning disability limits the selection of an
academic major and caution should be exercised when
choosing courses and majors. Although the faculty did
report willingness to accommodate students with learning
disabilities and a desire for more information, they also held
limited views regarding academic majors and classes.
In addition to the belief that students with learning dis-
abilities should only enroll in certain classes and are only
suited for particular majors in college, Faigel reported that
“some colleges still have faculty who believe that a student
smart enough to be there could not be disabled, whereas
others have faculty members who do not have the faintest
idea of what a learning disability is or can do to a student
educationally or emotionally.”13(p19) Minner and Prater14
examined professor expectations of learning disabled stu-
dents via two vignettes: one of a student with a positive
attitude and behaviors who did well in school, and one with
a negative attitude and behaviors who did not do well in
school. Participants were told that the student was either
learning disabled or non–learning disabled, and were asked
to respond to a questionnaire regarding academic expecta-
tions for the student and their perceived ability to work with
the student. Results indicated college faculty responded
more negatively when either vignette included a student
who was learning disabled. In other words, regardless of
how the student was described—positively or negatively—
it was the learning disabled label that appeared to influence
the professors’ academic expectations and perceived ability
to work with the student.
Last, research by Matthews et al15 investigated faculty
attitude regarding accommodations for college students
with learning disabilities through questionnaires distrib-
uted to 100 faculty members, with at least 1 member from
each department. The study found that when asked, faculty
would accommodate students with documented learning
304
disabilities 74% of the time, but not beyond the point where
they felt course standards were lowered. In addition, the
faculty also reported a desire to treat all students equally as
much as possible and stated that they would not give extra
credit, overlook misspellings, give copies of lecture notes,
or allow a substitute course for learning disabled students.
They also added that any special accommodations made for
a learning disabled student would also be made for a non–
learning disabled student. Finally, professors reported that
the attitude of the learning disabled student greatly affected
their willingness to make accommodations.
If students with ADHD are identified as a subset of stu-
dents with learning disabilities, it would be expected that the
perceptions professors hold regarding students with learning
disabilities could also be applied to students with ADHD;
however, no research exists to support this assumption.
Given the research regarding professor perceptions of college
students with learning disabilities and how the perceptions
affect student performance, research specifically addressing
professor perceptions of college students with ADHD is not
only necessary but clearly warranted. Therefore, the objec-
tive of the present study was to examine the perceptions pro-
fessors hold of college students with ADHD. Specifically, the
study explored whether the degree held by the professor, the
number of years taught, the college (ie, the College of Arts
and Humanities, the College of Business, the College of Sci-
ence, and the College of Education and Professional Studies)
in the university or community college taught in, experience
with a student with documented ADHD, and previous ADHD
training received would influence the perception held by the
professor. It was hypothesized that:
1. Professors with a doctoral degree would perceive stu-
dents with ADHD differently than professors holding
a master’s degree, as indicated by their ratings on the
ADHD Beliefs Scale-Revised.
2. Professors with more than 20 years of teaching experi-
ence would perceive students with ADHD differently
than professors with 16 to 20 years of experience, as
would professors with 11 to 15 years of experience, pro-
fessors with 6 to 10 years of teaching experience, or 5 or
less years of experience, as indicated by their ratings on
the ADHD Beliefs Scale-Revised.
3. The perception held by a professor of a student with
ADHD would vary significantly depending upon the
college in the university or community college taught in,
as indicated by their ratings on the ADHD Beliefs Scale-
Revised.
4. Professors with experience regarding students with docu-
mented ADHD in the classroom would perceive students
with ADHD differently than professors without class-
room experience, as indicated by their ratings on the
ADHD Beliefs Scale-Revised.
5. Professors with previous ADHD training would perceive
students with ADHD differently than professors without
previous ADHD training, as indicated by their ratings on
the ADHD Beliefs Scale-Revised.
JOURNAL OF AMERICAN COLLEGE HEALTH

METHODS
The present study was an analysis of variance (ANOVA)
split-plot design. The independent variables included:
degree held, number of years taught, college in the univer-
sity or community college, ADHD training received, and
experience with a student with ADHD in the classroom.
Each independent variable contained two levels of beliefs:
child–general ADHD beliefs and college student–young
adult beliefs. Each level of belief included false beliefs and
reasonable beliefs. The dependent variable for the present
study was the level of agreement or disagreement of each
belief. Prior to implementation, the research study was
reviewed and approved by the human participants commit-
tee at Central Washington State University.
Professors from 2 4-year universities and 1 community
college were invited via a letter to participate in the study;
1 of the 4-year universities and the community college were
located in the northwest, the other 4-year university resided
in the northeast. For the purposes of this study, participants
were asked to complete 2 forms: a demographic question-
naire and an ADHD Beliefs Survey-Revised. Both forms
were distributed directly to participants via campus mail.
The demographic questionnaire required participants to
provide their sex, type of school taught at (2- or 4-year col-
lege), number of years taught, level of education (master’s
or doctoral degree), whether they had received training on
ADHD, if they had previously had a student with docu-
mented ADHD in their classroom, and the college in the
university or community college of which they were a
member.
Developed by Johnston and Freeman,16 the ADHD Beliefs
Scale consists of 20 statements pertaining to children with
ADHD and general knowledge of ADHD. An additional 20
statements were added to the scale developed by Johnston
and Freeman to create a survey to address beliefs pertaining
to young adults and college students with ADHD. These
statements were added to provide a more appropriate and
comprehensive survey for college professors. For each
statement, participants were asked to indicate the degree
of agreement or disagreement using a 7-point Likert scale,
with 1 (most agree) and 7 (least agree).
RESULTS
We mailed 1,035 surveys to professors at 2 universities;
a regional university located in the Pacific Northwest and a
private university located in the Eastern region of the Unit-
ed States, and a community college located in the North-
west. Three hundred and ten surveys were returned. Of the
returned 310 surveys, only 253 were completed accurately,
yielding a return rate of 24.44%.
The hypotheses that (1) professors with a doctoral degree
would perceive students with ADHD differently than pro-
fessors holding a master’s degree, as indicated by their
ratings on the ADHD Beliefs Scale-Revised; (2) professors
with more than 20 years of teaching experience would
perceive students with ADHD differently than professors
with 10 to 20 years of experience, as would professors
VOL 57, NOVEMBER/DECEMBER 2008
Professor Perceptions of ADHD
with 6 to 10 years experience or 5 or less years experience,
as indicated by their ratings on the ADHD Beliefs Scale-
Revised; (3) the perception held by a professor of a student
with ADHD would vary significantly depending upon the
college in the university or community college taught in,
as indicated by their ratings on the ADHD Beliefs Scale-
Revised; (4) professors with experience regarding students
with documented ADHD in the classroom would perceive
students with ADHD differently than professors without
classroom experience, as indicated by their ratings on the
ADHD Beliefs Scale-Revised; and (5) professors with
previous ADHD training would perceive students with
ADHD differently than professors without previous ADHD
training, as indicated by their ratings on the ADHD Beliefs
Scale-Revised, were not supported. Contrary to expecta-
tions, none of the results were statistically significant to
suggest that years of experience, level of education, experi-
ence with college students with ADHD, or previous ADHD
training influenced professor ratings on the ADHD Beliefs
Scale-Revised (see Table 1).
In addition to testing the 5 hypotheses with ANOVA,
each of the 40 questions presented on the ADHD Beliefs
Scale-Revised were also analyzed individually to examine
if differences existed between professors for each specific
question on the ADHD Beliefs Survey-Revised. Using a
Likert scale of 1 to 7, with 1 indicating the least amount
of knowledge regarding ADHD, 7 representing the highest
level of knowledge regarding ADHD, and 4 representing the
mean response, of neither agree nor disagree, a percentage
level of knowledge was calculated for each individual ques-
tion. Using a cut-off rate of 25%, results indicated 58.9% of
professors most agreed to somewhat agreed that a student
with ADHD is equivalent to a student with a learning dis-
ability; 48.6% of professors least agreed to somewhat dis-
agreed that college students with ADHD have a lower grade
point average than non-ADHD college students; 29.6% of
professors most agreed to somewhat agreed that a student
with ADHD is more stressful to teach than a non-ADHD
student; 25.7% of professors most agreed to somewhat
agreed that faculty should not accept alternative assign-
ments or provide copies of lecture notes to students with
ADHD. Additionally, descriptive analyses revealed that of
the 25.7% who agreed faculty should not accept alternative
TABLE 1. Analysis of Variance Fixed Effects
Model
Hypothesis n p
Level of degree obtained 130 > .25
Number of years taught 190 > .25
College 88 .16
ADHD in the classroom 176 .15
ADHD training received 54 .07
Note. ADHD = attention deficit hyperactivity disorder.
305
Vance & Weyandt

assignments or provide copies of lecture notes to students
with ADHD, the largest number of professors resided in
the College of the Sciences, followed by the College of
Education and Professional Studies, then the College of
Arts and Humanities and lastly, the College of Business. Of
the 12.3% of professors who disagreed that college students
with ADHD should be afforded special accommodations
in the classroom, the largest number of professors resided
in the College of Education and Professional Studies, fol-
lowed by the College of the Sciences, then the College of
Arts and Humanities and the College of Business, with an
equal number of professors who disagreed. For a complete
description of each item, see Table 2.
COMMENT
The purpose of this study was to examine whether the
degree held by a professor, the number of years taught, the
college in the university or community college taught in,

TABLE 2. Level of Knowledge on the ADHD Beliefs Survey-Revised

Statement Agreed (%) Disagreed (%)

1. ADHD is a neurological disorder. 9.1

2. Structuring the child’s environment (eg, making lists or having a routine) is an effective
treatment for ADHD. 5.9
3. Social-skills training is an effective treatment for ADHD. 12.3
4. Using special parenting techniques is an effective way of treating ADHD. 3.2
5. Self-control training is an effective treatment for ADHD. 10.3
6. Behavior management is an effective treatment for ADHD. 7.9
7. Individual child therapy is an effective treatment for ADHD. 6.3
8. ADHD is caused by allergic reactions or sensitivity to food preservatives. 13.8
9. ADHD is caused by family problems such as alcoholism or marital discord. 13.0
10. ADHD is caused by a diet that is high in sugar. 11.9
11. Medication is an effective treatment for ADHD. 15.4
12. ADHD is caused by parents having inconsistent rules and consequences for behavior. 11.9
13. Children develop ADHD because they want attention. 5.9
14. Reducing a child’s sugar intake is an effective treatment for ADHD. 12.3
15. ADHD is caused by exposure to environmental substances such as lead. 15.9
16. Special diets are effective treatments for ADHD. 23.3
17. ADHD is caused by ineffective discipline. 9.1
18. ADHD is a result of lazy learning habits. 5.1
19. Vitamin therapy is an effective treatment for ADHD. 15.0
20. ADHD is the result of the child not trying hard enough to control his or her behavior. 6.7
21. Young adults with ADHD are able to attend college. 1.2
22. A college student with ADHD should notify their professor of their disability. 7.5
23. College students with ADHD should be afforded special accommodations within the
classroom. 12.3
24. College students with ADHD have a lower grade point average than non-ADHD college
students. 48.6
25. A college student with ADHD may experience greater feelings of internal restlessness than
a college student without ADHD (eg, difficulty paying attention in class or off-task due to
internal distractions, such as daydreaming or intrusive thoughts). 4.0
26. ADHD is a disorder that continues into adulthood. 5.9
27. Negative expectations from a professor can work to limit opportunities for college students
with ADHD and can affect their actual academic achievement as well. 5.9
28. A young adult with ADHD is unable to attend college. 2.0
29. A student with ADHD is equivalent to a student with a learning disability. 58.9
30. It is easy to identify students in the classroom with ADHD. 12.3
31. ADHD limits major selection for college students. 16.6
32. Students with ADHD are disruptive in the classroom. 17.0
33. Students with ADHD expect special treatment. 17.0
34. A student with ADHD is more stressful to teach than a non-ADHD student. 29.6
35. A student with ADHD will not be capable of completing his or her college education. 2.0
36. ADHD training is not necessary for faculty members. 19.4
37. ADHD is not a real disorder and is simply a label for lazy, unmotivated students. 4.3
38. Faculty should not accept alternative assignments or provide copies of lecture notes to
students with ADHD. 25.7
39. College students with ADHD have behavior and attitude problems. 17.4
40. Young adults with ADHD should not be admitted into a university. 0.4

Note. ADHD = attention deficit hyperactivity disorder.

306 JOURNAL OF AMERICAN COLLEGE HEALTH


experience with a student with documented ADHD in the
classroom, and previous ADHD training received would
influence the beliefs held by professors concerning college
students with ADHD and ADHD in general. Although the
hypotheses were not supported, (as revealed in Table 1), the
results were informative and addressed an area not previ-
ously investigated. Furthermore, the findings suggest that
years of education and experience may be unrelated to pro-
fessors’ perceptions of college students with ADHD, and,
in general, professors appear knowledgeable about factual
information regarding the disorder.
With respect to interventions for college students with
ADHD, analyses indicated that 25.7% agreed faculty
should not accept alternative assignments or provide copies
of lecture notes to students with ADHD. This number seems
surprisingly high, given that ADHD is a valid disability and,
according to the American Disabilities Act, students with
this disability are entitled to reasonable accommodations
(that may involve copies of lecture notes and alternative
assignments). Of this 25.7%, the largest number of profes-
sors resided in the College of the Sciences, followed by
the College of Education and Professional Studies, then
the College of Arts and Humanities, and, lastly, the Col-
lege of Business. Similarly, of the 12.3% of professors
who disagreed that college students with ADHD should
be afforded special accommodations in the classroom, the
largest number of professors resided in the College of Edu-
cation and Professional Studies, followed by the College of
the Sciences, then the College of Arts and Humanities and
the College of Business, with an equal number of professors
who disagreed. It was also of interest to investigate which
college housed the largest number of professors who agreed
that (1) young adults with ADHD are unable to attend col-
lege, (2) ADHD limits major selection for college students,
and (3) students with ADHD are not capable of completing
their college education. Of the 2% who agreed, an equal
number of professors from the College of the Sciences and
the College of Business agreed that adults with ADHD are
unable to attend college, followed by the College of Educa-
tion and Professional Studies. Concerning major selection,
the largest number of professors who agreed that ADHD
limits the selection of a major for college students with
ADHD came from the College of the Sciences, followed
by the College of Arts and Humanities, then the College of
Education and Professional Studies, and, lastly, the College
of Business. The last question of interest,—a student with
ADHD will not be capable of completing a college educa-
tion,—produced an equal number of professors who agreed
in all 4 colleges. Analyses also revealed 162 out of 253
professors reported previous experience with a student with
documented ADHD in the classroom, yet only 27 out of 253
professors had previously received ADHD training.
Furthermore, the lack of training received by the major-
ity of professors is somewhat supported by Statement 36 on
the ADHD Beliefs Survey-Revised, with which 19.4% of
professors agreed to somewhat agreed that ADHD training
is not necessary for faculty members. Together, these find-
VOL 57, NOVEMBER/DECEMBER 2008
Professor Perceptions of ADHD
ings suggest that although the majority of professors have
taught a class with a student with documented ADHD, an
extremely small number of professors have received ADHD
training and 19.4% do not believe it is necessary. However,
an encouraging finding is that although only a small per-
centage of professors have received ADHD training, the
majority of professors recognize the need and would like to
receive ADHD training. This need and desire for additional
information about ADHD in college students could be
addressed through university-sponsored workshops or the
Offices of Disability or Support Services.
A strength of this study is that professors from different
types of colleges were surveyed, including a community
college, a private college, and a state university. However,
several limitations should be noted. First, of the 1,035
surveys sent out to professors at 2 universities and 1 com-
munity college, only 310 surveys were returned. Of those
310 surveys, only 253 were completed, yielding a return
rate of 24.44%. The low return rate may be because of the
construction of the ADHD Beliefs Survey-Revised, the first
limitation of this study. The scale was constructed using
a 7-point Likert scale; on the scale, only 1 (most agree)
and 7 (least agree) were qualitatively labeled. Several of
the participants noted on the survey an inability to fill the
survey out, because an “I don’t know” or “unsure” option
was not provided. Because the majority of respondents who
filled out the survey did not note difficulty in providing
beliefs because of scale construction, it is speculated that
the participants who did return completed surveys may be
more familiar with Likert scales and may represent a more
homogeneous group of respondents. If an “I don’t know”
or “unsure” label had been assigned, it is believed the par-
ticipant return rate would have been higher and may have
produced very different results.
A second limitation of the study was providing surveys to
professors regarding ADHD beliefs without the recognition
that professors may not be familiar with or have ever heard
of the term ADHD. Several participants reported unfamil-
iarity with ADHD and, as a result, were unable to fill out
the survey. The study should have included a description
of ADHD and the DSM criteria for ADHD diagnosis in
the introductory letter, and allowed for an “I don’t know”
option on the ADHD Beliefs Survey-Revised.
A third limitation of this study concerned the question
“Have you previously had a student with documented
ADHD, as informed by Disability Support Services (DSS)
in your classroom?” presented on the Demographic Ques-
tionnaire. Although students are required to report to DSS
to receive additional services by professors, oftentimes
DSS does not disclose the disability of the student, nor is
DSS required to provide the specific disability. Because of
the ambiguity, it is difficult to know with certainty if the
professors who responded “Yes” responded in this man-
ner because DSS informed the professor of a student with
ADHD in the classroom, or if DSS merely informed the
professor a particular student had a disability and should be
afforded accommodations. If the latter is true, a follow-up
307
Vance & Weyandt
question would ask the professor how it was determined
the student had ADHD if the professor was not specifically
informed by DSS. The same would also apply for professors
who responded “No” on the Demographic Questionnaire.
For professors who responded “No”, a follow-up question
would ask if DSS had informed the professor of a student
with a disability and not specifically ADHD. The question
concerning students with documented ADHD on the Demo-
graphic Questionnaire should have included an option for
professors to respond “I don’t know.” In addition, the ques-
tionnaire should also have included a follow-up question
to ascertain if DSS informed the professor specifically of a
student with ADHD or of a student with a disability.
With regard to future research, professor perceptions of
college students with ADHD, and the knowledge level held
by professors concerning ADHD in general warrants further
investigation. Because the ADHD Beliefs Survey-Revised
failed to identify the qualitative value for each number pre-
sented on the Likert scale, it is believed that either profes-
sors with previous experience in interpreting Likert scales
or professors who chose to self-interpret the value of each
number of the scale were the participants who filled out the
survey completely and may represent a more homogeneous
group. Future research should revise the survey, including
qualitative labels for each number presented on the Likert
scale. In addition to labels, the survey should also be revised
according to the limitations previously noted. It should also
be noted that 2 of the 3 colleges surveyed had faculty mem-
bers who were nationally recognized for their research with
ADHD. It is plausible, therefore, that faculty at these uni-
versities were more familiar with ADHD than faculty from
other private or state universities where ADHD research is
not conducted.
This study is the first to systematically examine per-
ceptions professors hold of college students with ADHD.
Although several studies have explored college students
with learning disabilities and the challenges and outcomes
this population has experienced with regard to professor
perceptions, studies specifically targeting professor percep-
tions of the college population with ADHD are virtually
nonexistent. Because research supports that many students
with ADHD do pursue higher education, exploration into
the perceptions professors hold regarding college students
with ADHD will provide insight into the types of challeng-
es faced by these students. Ultimately, the more information
that is available concerning faculty perceptions of college
students with ADHD, the better prepared community col-
leges and universities can be to ensure that students with
308
ADHD are treated equally and afforded the opportunity to
succeed in higher education.
NOTE
For comments and further information, address corre-
spondence to Dr Teresa Ann Vance, School Psychologist,
Ogden Elementary School, 8100 NE 28th Street, Vancou-
ver, WA 98662, USA (e-mail: teresa.vance@vansd.org).
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