College Outcomes for Young Adults With and Without Learning Disabilities and ADHD: Formal-Disability-Programming and Informal-Disability-Supports

This study investigates how different types of support systems—formal disability programming versus informal, widely available supports—influence the college enrollment and persistence of young adults with learning disabilities and ADHD. By integrating the medical and social models of disability, the authors examine whether traditional, individualized interventions (like special education) or broader, inclusive supports (like career services and academic tutoring) are more effective in promoting educational success.

The researchers analyzed longitudinal data from nearly 17,000 young adults in the U.S. who were in ninth grade in 2009. They compared students with learning disabilities and ADHD against those without neurodevelopmental disabilities, using regression models to control for sociodemographic background, high school achievement, and ninth-grade educational attitudes. This allowed the team to isolate the relationship between specific support types and college outcomes while accounting for potential confounding factors like student motivation or prior academic performance.

The study finds that formal disability programming, such as special education in high school, is negatively associated with college enrollment for students with learning disabilities or ADHD, even after controlling for background and achievement. Conversely, informal supports—such as internships, career counseling, and academic help centers—show a consistent, positive relationship with college enrollment and persistence. These informal supports likely help students build social, cultural, and human capital, effectively bridging the gap between education and career goals. The authors suggest that colleges should move toward a Universal Design approach, where these beneficial supports are integrated into the general curriculum rather than treated as specialized, stigmatized interventions.