“For me, inclusion is when you can be yourself and part of society at the same time.” – Timo Hennig
Lennart Buchholz is in his seventh semester studying to become a teacher for special needs education, works as a student assistant for Timo Hennig, and has ADHD, autism, and dyslexia himself. All three diagnoses were made early on; starting in 5th grade, Buchholz received an individual support assistant, later accommodations, and was allowed to work with a laptop, since paper was, for him, primarily “a pile of scraps.” This helped establish structures. It worked – he graduated from high school. And then he took the leap to university, knowing that succeeding there would be a far greater challenge. His motivation: Buchholz wants to become a teacher to help children who face greater obstacles than others. “I think that because I have ADHD myself, I can support them – drawing on my own experience – in the best possible way,” he says. Furthermore, a diverse teaching staff is important, Prof. Hennig adds: “He can be a role model, showing the children: It’s possible; they can do it.”
ADHD at university – is that possible?
Lennart Buchholz has known for a long time that he has ADHD. Others only find out at university when they hit limits that weren’t visible before. Like Sandra Müller*, who was 22 when she received her diagnosis. “Through more awareness on social media and a friend who received her diagnosis at the time, I became aware of the topic of ADHD in adulthood.” When symptoms aren’t so typical, ADHD often goes unrecognized in childhood, Hennig explains. Girls in particular frequently fall through the cracks, as the criteria aren’t formulated as appropriately for them as they are for boys. Research is currently working on refining this. School provides structure through fixed schedules and structured learning plans, but this support is missing at universities. A university degree requires much more self-organization and personal responsibility, which is significantly more difficult for people with ADHD. With more complex tasks, such as writing a term paper or studying for a major exam, the symptoms become more apparent. “It’s constant chaos in my head. I have trouble with organization, time management, and making and adhering to plans,” Müller* says. Structuring her daily life, prioritizing tasks, or keeping track of everything takes a lot of energy. “If you didn’t learn how to study in school, you face entirely new problems at university,” Buchholz confirms. “Procrastination is a huge problem for me.” On top of that, some symptoms of ADHD change in adulthood, as Prof. Hennig explains: “Many people with ADHD experience intense emotions and mood swings.” Even minor negative experiences can make daily life difficult. “If I get lost on the way to a seminar and end up in the wrong building, the whole day is ruined and I can’t concentrate anymore,” Buchholz says. “These challenges often trigger frustration, self-doubt, and fear of failure,” Müller* says. “At the same time, ADHD also manifests itself in me through diverse interests, creativity, and a high level of empathy.”
Tips for Studying with ADHD
And what helps? Basically, something different for every person, says psychologist Timo Hennig. On the one hand, it’s important to create supportive learning environments: those who learn best alone should ensure a quiet space; those who make better progress in a group should form study groups. It’s also worth setting realistic plans and goals to guide you, breaking tasks down into manageable portions. “I have background music tailored to my needs, I set up my workspace, and I work a lot with Post-its,” Buchholz explains. But looking inward is just as essential: “Many people with ADHD have low self-esteem and get easily unsettled,” Prof. Hennig explains. They can work on developing an understanding and constructive mindset: when something doesn’t work out, think about why not and how it can go better next time. “It’s also very important that they have people in their lives who like and support them – just as they are.” When it comes to (important) relationships, the researcher believes that openness is definitely appropriate when dealing with one’s own ADHD diagnosis and the associated difficulties. “If people with ADHD can’t listen well because they’re feeling very restless and impulsive at the moment, others may perceive this as disinterest or disrespect. Talking about it helps everyone understand each other better and find solutions together.” And what about people who only find out they have ADHD while at university: is it harder to help them? “No, it’s never too late,” Hennig emphasizes. “First of all: anyone who starts university with ADHD has already achieved a lot in life – at the very least, a high school diploma qualifying them for university. We mustn’t forget that quite a few people with ADHD already fail in school.” Nevertheless, receiving an ADHD diagnosis can be an important first step for many. Afterward, they actually need no different support than those who have been living and learning with ADHD for some time: “They need individualized help – some with self-organization, others with writing, and still others with managing their emotions,” Hennig says. “What’s important is an understanding approach: toward fellow students, teachers, family, and also toward oneself.” Prof. Hennig has been conducting research on ADHD for several years and has made it his mission to provide practical help as well. For students, he has compiled seven “evidence-based measures for compensating for disadvantages” in a flyer, which are quite easy to implement in schools. Since 2024, he and his team have been offering an ADHD support group for students. Over the course of a semester, participants can discuss their problems and challenges in studying with ADHD and receive professional guidance on various topics related to their studies: organizing daily life and coursework, academic writing, exams, and study groups, as well as procrastination and self-doubt. “The eight sessions per semester are intended to provide inspiration so that students can see what is possible and how they can get further help,” says Julius Greiser, who currently leads the group. “But we also encourage students to connect beyond the group, to form networks and study groups.” So far, this has worked very well, as Sandra Müller* confirms: “The ADHD group has really helped me connect with other students with ADHD, talk about important topics like self-organization, emotions, and self-image, and learn new strategies.”
“Thanks to my knowledge about ADHD and the fact that my brain simply works differently, I feel less like there’s something wrong with me.” – Sandra Müller*
* Name changed
Researching and Supporting
What makes the ADHD group special is the fact that it is part of an intervention research project titled “Mit AD(H)S durchs Studium (MAdS)” (Getting Through University with ADHD), which is being conducted in collaboration with the University of Potsdam’s Central Student Counseling Service. It aims to provide students with the best possible counseling while simultaneously evaluating whether this support is effective. This is why, in addition to the ADHD group, there is also a control group that does not receive counseling. Both groups are surveyed before, during, and after the semester to assess the group’s impact on students’ well-being. Students can also receive individual counseling and support at the Central Student Counseling Office. There are also various workshops on topics related to the studies, group sessions on organizing weekly routines, and an ongoing series of open events throughout the semester covering various aspects of studying with ADHD. Starting in the summer semester of 2026, Annette de Guzmán Guzmán from University Sports will offer a course specifically for adults and students with ADHD: “We combine movement, mindfulness, and body awareness – and develop an individual toolkit for better structure and clarity using simple, everyday exercises from functional training, breathing exercises, and mindfulness practice.” Prof. Hennig is cautiously optimistic after the first group sessions: “This doesn’t fundamentally reduce ADHD symptoms. But I expect we’ll be able to demonstrate that students learn to cope with them better – and as a result feel better.” It worked out for Sandra Müller*, not least thanks to the ADHD group. She has successfully completed her studies: “Thanks to my knowledge about ADHD and the fact that my brain simply works differently, I feel less like there’s something wrong with me. I treat myself with more compassion and understanding.”
Additional offerings for students with ADHD:
Mental health counseling: https://www.uni-potsdam.de/en/studium/advising-and-services/mental-health-counseling
Counseling on studying with a disability: https://www.uni-potsdam.de/en/studium/advising-and-services/counseling-for-students-with-health-issuesdisabilities
Writing counseling: https://www.uni-potsdam.de/en/zessko/independent-study/writing-assistance
AD(H)D Sports Group: https://buchung.hochschulsport-potsdam.de/angebote/aktueller_zeitraum/_Gesund_Studieren_-_Dein_AD_H_S_Sportkurs.html
“Studying with ADHD (MAdS)”: The Department of Inclusive Educational Psychology offers an ADHD group for students as part of an intervention research project. The group consists of approximately 8 students with ADHD, led by a psychological group facilitator. In addition, the Central Student Counseling Service organizes educational counseling and support services to promote self-reflection and help students manage their academic workload. Interested students can contact adhs-gruppe@uni-potsdam.de or beratung-adhs@uni-potsdam.de
https://www.uni-potsdam.de/de/studium/beratung/psychologische-beratung/mads (only available in German)
This article appeared in the university magazine Portal - Eins 2026 „Inklusion“.