Dissertation

Physical learning spaces and college students with ADHD

There is an increasing number of college students with attention deficit hyperactivity disorder (ADHD); however, the academic outcomes for this population are less than optimal. Although these students are offered accommodations in higher education, one area that needs further investigation is whether existing and planned physical instructional spaces facilitate their success. This study explored the impact of physical instructional spaces on the learning experiences of college students with ADHD. Employing an ethnographic case study approach, eighteen college students with ADHD, enrolled in a large, public, four-year university in Southern California were interviewed and classrooms were observed. The findings from this research show that the different features of the physical instructional environment do impact students' learning experiences, including their interaction and participation in class, their connections with instructors and fellow students, their mental readiness to learn, and their ability to focus and maintain their attention in class. Although these responses to environmental features may also reflect those of the general student population, the impact to students with ADHD may be magnified due to the added challenge of ADHD symptoms such as inattention, impulsivity, and disorganization. In addition, the findings showed that students with ADHD are diverse in their learning styles and the impact of different environmental features vary among the students. Theoretical contributions and implications to faculty, campus planners, advisors, and students are discussed.

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