Equal Access? Comparing Accommodation and Treatment Experiences of Racialized University Students with Attention Problems and Their White Peers

University students who have difficulty with attention problems, including but not limited to those with ADHD, may struggle to focus, organize, and manage their education independently at the postsecondary level. This study examined the intersectional experience of racialized students with attention problems and their access to academic support services at two Canadian universities. Racialized participants (n=198) were compared with White participants (n=120). The goal was to investigate the relations between ADHD symptoms/probable diagnoses, academic difficulties, and access to medication and accommodation supports. Although the results revealed a similar occurrence of ADHD symptoms, previous diagnoses of ADHD, and academic difficulties across the groups, treatment and accommodation were not equal. Specifically, racialized students reported fewer prescriptions for stimulants and fewer academic accommodations through the universities’ disability services offices. Overall, these findings suggest that although there are not substantial differences in need, racialized students are not receiving the same level of support as their White peers. Further research is recommended as well as changes to practice guidelines such that more support and better access to services for individuals from historically underserved groups will be provided.