Psychosocial wellbeing and support among South African university students with self reported ADHD symptoms

Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms are increasingly affecting university students’ emotional wellbeing. The situation is dire in resource constrained institutions as students are stigmatised and cannot access support service in campus timeously. This study explored the psychosocial wellbeing of students with self-reported ADHD symptoms at North-West University in South Africa. An exploratory qualitative case study design was employed, involving 12 self-identified students who participated in online semi-structured interviews. Data were analysed using inductive thematic analysis. Three themes emerged: institutional support systems and lecturers; virtual classes and adaptive teaching methods; and participants’ recommendations to strengthen psychosocial wellbeing. Students proposed practical strategies to improve support, including student–lecturer evaluation mechanisms, mental health education, timetable and class adjustments, and prioritising rest and time management. These findings underscore the need for inclusive support systems that recognise attention-related challenges and inform institutional practice and policy. The study contributes to interdisciplinary conversations on mental health, and academic inclusion in higher education.