REALITY:
Medication and behavioural therapy can be effectively used to manage these ADHD symptoms so that students can focus better on their studies and not become as easily distracted or hyperactive.
In addition, students with ADHD who are high achievers in their classes still tend to be less acknowledged and looked on less favourably by their teachers on average (Metzger and Hamilton 2020). This indicates a negative cognitive bias by educators towards students with ADHD compared to other students (Metzger and Hamilton 2020).
Behaviour therapy and instilling proper study and scheduling habits to not become overwhelmed, procrastinate, and better manage time can also help students with ADHD. These interventions allow them to thrive in a group setting and contribute effectively to group projects.
A study by Thompson and Lefler (2015) found that undergraduate students who knew that a group project member had ADHD were more willing to work with that group member in order to maximize their abilities in the project. They also found that they were less likely to socially distance themselves or refuse to work with them on projects or assignments (Thompson & Lefler, 2015).