Self-Compassion in University Students With ADHD: A Qualitative Exploration

This study explored the lived experience of university students with attention-deficit hyperactivity disorder (ADHD) and identified factors that help or hinder their capacity for self-compassion in higher education. Fourteen university students with ADHD aged 18–25 participated in individual semi-structured interviews exploring experiences of self-compassion in academic contexts. Transcripts were analysed using reflexive thematic analysis and four themes identified: three barriers and one facilitator. The barriers included students internalising a chronic sense of being “not good enough,” feeling pressure to work harder to compensate for ADHD-related difficulties, and finding self-compassion cognitively difficult to practice. The facilitator was understanding and acceptance of ADHD, from others and themselves, which enabled more self-compassionate responses to setbacks. University students with ADHD face distinct challenges to self-compassion rooted in internalised stigma and executive function differences. Universities should provide ADHD informed psychoeducation and peer support to promote self-acceptance and well-being in emerging adults with ADHD.