Artificial Intelligence for Supporting College Students with Attention-Deficit/Hyperactivity Disorder - Cognitive, Emotional, and Ethical Perspectives

Oct 15, 2026

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College students with Attention-Deficit/Hyperactivity Disorder (ADHD) often experience academic underperformance, executive functioning barriers, and emotional regulation difficulties that threaten persistence and success in higher education. Advances in artificial intelligence (AI) enable adaptive, personalized assistance through tools for cognitive support and intervention. A review search across PubMed, ERIC, SpringerLink, ScienceDirect, PsycINFO, and IEEE Xplore synthesizes peer-reviewed evidence on AI applications in ADHD higher-education contexts, including explainable models and biometric frameworks for improved risk estimation and pattern recognition. The analysis emphasizes that such systems do not provide clinical diagnoses; they support licensed professionals by organizing data relevant to decisions. Ethical concerns—privacy, algorithmic fairness, trust, and willingness to disclose ADHD status—shape adoption and effectiveness, highlighting inclusive design and AI literacy training. When responsibly implemented within institutional frameworks, AI can complement traditional services and improve accessible learning environments for neurodivergent students.

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CategoryHealthcare

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Pages17

Reading Time43 min

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Introduction

The Evolution of ADHD: From Historical Origins to Higher Education Policy

[www.ijonses.net](www.ijonses.net) Artificial Intelligence for Supporting College Students with AttentionDeficit/Hyperactivity Disorder: Cognitive, Emotional, and Ethical Perspectives Promethi Das Deep 1, Nitu Ghosh 2, Adam P. Natoli 3 1 Department of Educational Leadership, College of Education, Sam Houston State University, USA, 0009-0006-8974-0997 2 Department of English, College of Humanities and Social Sciences, Sam Houston State University, USA, 0009-0000-0577-6252 3 Department of Psychology, Montclair State University, USA, 0000-0002-2324-9242 * Corresponding author: Promethi Das Deep ([pxd033@shsu.edu](pxd033@shsu.edu)) | Article Info | Abstract | | --- | --- | | Article History
Received:
10 July 2025
Revised:
3 October 2025
Accepted:
22 October 2025
Published:
1 January 2026 | College students with Attention-Deficit/Hyperactivity Disorder (ADHD) often face academic underperformance, executive functioning challenges, and emotional regulation difficulties that hinder persistence and success in higher education. Advances in artificial intelligence (AI) offer promising opportunities to provide adaptive support through innovative tools for personalized interventions and cognitive assistance. A literature search conducted across PubMed, ERIC (Education Resources Information Center), SpringerLink, ScienceDirect, PsycINFO, and IEEE Xplore identified peer-reviewed studies relevant to ADHD in higher education and the application of AI-based tools. Findings indicate that AI-based systems, including explainable AI models and biometric frameworks, can enhance risk estimation and pattern recognition related to ADHD symptomatology, while also raising concerns about responsible data governance. Importantly, these tools do not perform clinical diagnoses; rather, they support licensed professionals by aggregating and organizing data that may inform clinical decision-making. Generative and assistive technologies, such as ChatGPT, socially assistive robots, and mobile applications, have been found to enhance academic writing, self-regulation, and executive functioning; however, their adoption is limited by gaps in digital literacy and inconsistent institutional support. Ethical considerations, including privacy, algorithmic fairness, trust, and students’ willingness to disclose ADHD status, critically influence acceptance and effectiveness. The review highlights the importance of inclusive design, participatory development, and AI literacy training. When ethically implemented within institutional frameworks, AI-driven interventions can complement traditional services, fostering more accessible, supportive, and responsive learning environments for neurodivergent college students. | | Keywords
Artificial intelligence Attention
Deficit/Hyperactivity Disorder (ADHD) Higher education Cognitive assistance Emotional regulation AI-driven interventions Disclosure and data privacy | | | Citation: Deep, P. D., Ghosh, N., & Natoli, A. P. (2026) . Artificial intelligence for supporting college students with Attention-Deficit/Hyperactivity Disorder: Cognitive, emotional, and ethical perspectives. International Journal on Social and Education Sciences (IJonSES), 8(1), 1-17. [https://doi.org/10.46328/ijonses.5915](https://doi.org/10.46328/ijonses.5915) | | ISSN: 2688-7061 / © International Journal on Social and Education Sciences (IJonSES) . This is an open access article under the CC BY-NC-SA license ([http://creativecommons.org/licenses/by-nc-sa/4.0/](http://creativecommons.org/licenses/by-nc-sa/4.0/)). Introduction Attention-Deficit/Hyperactivity Disorder (ADHD) is a persistent neurodevelopmental disorder that often extends into adulthood (Sedgwick-Müller et al., 2022) . Recent national estimates indicate that approximately 15.5 million U.S. adults (6.0%) currently live with ADHD, with more than half receiving their diagnosis during adulthood (Staley et al., 2024) . In higher education, it is a

FAQs

What ethical issues influence adoption and effectiveness of AI tools for ADHD support?

Privacy, algorithmic fairness, trust, and students’ willingness to disclose ADHD status are highlighted as critical factors. These considerations strongly shape whether AI tools are accepted and how effective they are.

Oct 15, 2026

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