Linking Self-Reported Symptoms of ADHD, Dyslexia, and Emotional Distress to Academic Engagement in Students

This study examines the incidence of attention deficit hyperactivity disorder (ADHD), dyslexia, and emotional distress (depression, anxiety, and stress) in a group of educational sciences students and analyses their relationship with relevant indicators of academic engagement in university students. A mixed-methods approach was utilized, with mainly quantitative data collected from 233 undergraduate students in the educational sciences field, during the 2024–2025 academic year through a structured questionnaire. The current study uses a subset of data related to mentioned psychological variables, in the context of a larger study focused on exploring diverse group characteristics and factors of academic engagement and performance of undergraduate students in the field of educational sciences, in full-time [FT] and blended learning format [BL]. Aimed to identify the prevalence of these learning difficulties and explore their relations with five academic engagement indicators, the present study results revealed that 9.9% of participants reported a high risk for ADHD diagnostic, 1% reported considerable symptoms of dyslexia, and 53% showed varying levels of emotional distress, with anxiety being the most prevalent (53%), followed by stress (30%) and depression (27%). Also, students with higher depression symptoms demonstrated lower academic engagement overall, except for attendance to academic activities, and all psychological scores were negatively associated with the thorough study of courses. The findings suggest that ADHD, dyslexia, and emotional distress are prevalent among university students and have a notable negative impact on academic engagement and performance, emphasizing the need for targeted support interventions, including academic adaptations and mental health resources, to improve student outcomes. The study calls for further research into the complex interplay between these factors and the development of tailored academic strategies to assist affected students.