(PS1-63) First-generation College Students with ADHD Report Higher Levels of Anxiety and Functional Impairment Compared to Non-first-generation Students

Individuals diagnosed with attention-deficit/hyperactivity disorder (ADHD) often have higher levels of functional impairment and are at higher risk for comorbid disorders (Katzman et al., 2017), as compared to their typically developing peers (Dorr & Armstrong, 2018). Generally, members of underrepresented communities are more likely to encounter psychological, environmental, systemic, and social risks for psychopathology, as well (Noel et al., 2023). There is limited research on the intersectionality of first-generation college students with ADHD, but preliminary research shows that this group may be at higher risk for impairment and psychopathology (Singh et al., 2016; Noel et al., 2023). In the current study, 764 undergraduate students were recruited across seven universities in the U.S. Participants reported a preexisting diagnosis of ADHD and primarily identified as White (82.2%) and female (65.1%). 16.9% of participants also identified as first-generation college students (n = 129). The Weiss Functional Impairment Rating Scale - Self Report (WFIRS; Weiss, et.al, 2018) was used to assess the degree of functional impairment related to ADHD symptoms, across a variety of domains (i.e., family, work, school, life skills, self-concept, social, and risk). The Depression, Anxiety, and Stress Scale (DASS-21; Henry & Crawford, 2005) was used to assess symptoms of general anxiety, depression, and stress. While first-generation and non-first-generation students with ADHD reported equivalent depression and stress, first-generation students were found to report significantly more symptoms of anxiety compared to non-first-generation peers, t(695) = -2.48, p = .007. The first-generation group also reported significantly more impairment in all seven domains of the WFIRS, most notably in the family (d = 0.51), social (d = 0.36), school (d = 0.33), risk (d = 0.32), and life-skills domains (d = 0.31; all p < .001). Overall, first-generation college students with ADHD reported higher levels of anxiety and overall functional impairment compared to peers with ADHD from families with higher education experience. Our findings align with past research on levels of impairment among college students with ADHD which posits that higher ADHD symptoms are often linked to higher levels of impairment across various domains (Dorr & Armstrong, 2019). These findings also highlight potential additive distress in the ADHD population that may be associated with being a first-generation college student. For example, this subpopulation may face additional systematic, environmental, and interpersonal stressors that their peers do not, such as competing job and familial responsibilities, and weaker study skills (Stebleton & Storia, 2013; Noel et al., 2023). Future studies should investigate the prevalence of these risk factors in first-generation college students with ADHD to inform tailored interventions and support systems aimed at mitigating anxiety and functional impairment.