“I Have ADHD Too”: Building Strength-Based Peer Communities in Higher Education
By Kelly Goodfellow, Senior Learning Developer (Neurodiversity), UWE Bristol
Kelly.Goodfellow@uwe.ac.uk
In recent years, the conversation around ADHD in higher education has shifted—from deficit-based narratives to more inclusive, strength-focused approaches. At UWE Bristol, we’ve been exploring what this shift looks like in practice through our ADHD Psychoeducational Peer Programme. This blog post shares our journey, the rationale behind our model, and the impact it’s had on students navigating university life with ADHD.
Why a Psychoeducational Peer Programme?
ADHD is increasingly recognised in adult populations, with many students receiving diagnoses during their time at university. While traditional support models often focus on remediation, our programme takes a different route: psychoeducation within a peer community.
Psychoeducation helps students understand their ADHD profile, reframe past experiences, and develop strategies for success. Delivered by trained SpLD tutors and mentors—not therapists—our programme sits comfortably within the remit of HE support services. It’s evidence-based, resource-efficient, and most importantly, student-driven.
Students consistently tell us they want to connect with others who “get it.” This programme offers that space.
Programme Design: Strengths at the Centre
Our five-week programme covers:
- Understanding ADHD and what it means for you
- Self-care
- Managing communication and emotions in lectures and groups
- Procrastination, time management and goal setting
- Getting started and staying focussed with academic work
We begin in the first session with lived experience. Using anonymous tools like Mentimeter, students share metaphors for their ADHD (figure 2). These moments build trust, reduce stigma, and lay the groundwork for growth.
From Strengths to Strategies
But the real magic lies in the strengths-based principles embedded throughout. We don’t just talk about challenges—we help students identify, value, and utilise their strengths. This approach fosters resilience, autonomy, and a positive self-concept.
Students also complete a strengths questionnaire adapted from Thomas Armstrong’s Neurodiversity in the Classroom (2012), then build a ‘community bank’ of strengths to help address stigma and value their strengths, by experiencing how others value similar strengths.
One further activity asks students to map their strengths to executive functions—reframing challenges like emotional regulation through the lens of personal assets. Student peer coaching plays a vital role here, enabling mutual problem-solving and shared insight.
Executive Function Challenge = Emotional regulation
Strength? = I am passionate, optimistic and positive
Another exercise uses episodic memory:
“Because I [did something I’m proud of], I can [apply that strength again].”
These reflective practices help students internalise their capabilities.
Students are encouraged to build a personal “toolbox” of strengths, behaviours and strategies. We revisit this toolbox throughout the programme, reinforcing its value.
Evaluating Impact
We use four tools to evaluate the programme:
- Attendance (average 60%)
- Wheel of Change (self-assessment across sessions)
- Toolbox reflections
- End-of-programme questionnaire
Feedback (scores ranging 1-10) shows:
- Improved study strategies (scores 5–10)
- Strong value in peer connection (scores 7–10)
- Greater acceptance of ADHD (scores 6–10)
- High likelihood to recommend (scores 8–10)
Students describe the programme as “supportive,” “practical,” and “transformative.” One participant shared: “I feel less alone. I understand myself better. I know what works for me.”
Reflections and Next Steps
This programme is not static. We adapt session length, content, and tools based on student feedback. We’re keen to explore longitudinal impact—grades, retention, wellbeing—and to collaborate with other institutions trialling similar models.
If you’re working with ADHD students in group or 1:1 settings, we’d love to hear from you. What’s working in your context? What could we learn from each other?
Conclusion: Towards Inclusive, Strength-Based Support
ADHD support in HE doesn’t have to be deficit-focused. By centring strengths, fostering community, and valuing lived experience, we can create spaces where students thrive—not just survive.
Let’s keep the conversation going.
Kelly Goodfellow
Senior Learning Developer (Neurodiversity)
Specialist SpLD and Neurodiversity tutor
APC Diagnostic Assessor of SpLD
University West of England, Bristol
E: kelly.goodfellow@uwe.ac.uk W: uwe.ac.uk
With over two decades of experience in Neurodiversity and Education, I am a seasoned consultant, assessor, tutor, coach and team leader. My qualifications include Specialist Teacher and Assessor for Specific Learning Differences (SpLD) PATOSS APC, and a Teaching Fellow at the Higher Education Academy. I hold an MSc in Professional Development from the University of the West of England, Bristol, and qualifications in Leadership and Management.
As a Neurodiversity Consultant in Further and Higher Education, I deliver bespoke training and guidance to both academic and professional staff, and share knowledge and insights at international and regional conferences. I pioneered a tailored psychoeducational ADHD coaching program for Higher Education students, delivering transformative strategy and behaviour change.
Publications include The Journal of Inclusive Practice in Further and Higher Education, May 2024. I have also contributed to the Takeda/UKAAN report ‘Supporting students living with ADHD at university: Working better together’. This report reflects and acknowledges current barriers and poses practical solutions for those working in Universities and the NHS, supporting those with, or suspected ADHD.
