Is peer coaching an effective way to help university students with ADHD (Attention Deficit Hyperactivity Disorder) engage with their studies? Reflections on a new ADHD psychoeducational programme offered at UWE Bristol

Goodfellow, Kelly

Abstract

This article explores the effectiveness of a psychoeducational coaching program, including a peer coaching component, designed to support university students with Attention Deficit Hyperactivity Disorder (ADHD) at UWE Bristol. The challenges faced by students with ADHD in the academic environment are well-documented, contributing to lower academic performance and increased stress levels. Traditional interventions, such as medication and psychotherapy, may not be universally accessible or sufficient, prompting the need for alternative approaches. The article details a practical example of peer coaching implemented during a session focused on initiating writing tasks. The coaching groups adhere to specific rules, encouraging active listening and avoiding prescriptive advice. Participants engage in reflective discussions, sharing their writing experiences and exploring habits, ultimately fostering a supportive and non-judgmental environment.

• Journal Article Type: Article
• Acceptance Date: May 5, 2024
• Online Publication Date: Jun 10, 2024
• Publication Date: Jun 10, 2024
• Deposit Date: Jul 3, 2024
• Publicly Available Date: Jul 4, 2024
• Journal: Journal of Inclusive Practice in Further and Higher Education
• Print ISSN: 1759-2224
• Electronic ISSN: 2398-5976
• Peer Reviewed: Peer Reviewed
• Volume: 16
• Issue: 1
• Pages: 42-46
• Keywords: ADHD Coaching neurodiversity psychoeducation
• Public URL: https://uwe-repository.worktribe.com/output/12106735
• Publisher URL: https://nadp-uk.org/jipfhe-16-1-summer-2024/