Hidden Struggles in High Achievement: Late-Diagnosed ADHD Students Navigating Academic Pressures at Elite Universities in South Korea and the United States

Abstract

This thesis explores the lived experiences of late-diagnosed college students with Attention-Deficit/Hyperactivity Disorder (ADHD) at elite universities in South Korea and the United States. Using ethnographic case studies from Princeton University and Yonsei University, this thesis investigates how institutional policies, cultural norms, and academic structures intersect to shape neurodivergent students’ challenges and coping strategies. Through interviews, participant observation, and policy analysis, the study reveals the structural limitations and cultural stigmas that influence diagnosis, disclosure, and access to accommodations. In the U.S., legal frameworks like the Americans with Disabilities Act (ADA) have fostered more inclusive systems, yet students still face inconsistencies in support and cultural resistance to self-advocacy. In contrast, South Korean students contend with deeply rooted stigma and rigid academic hierarchies that discourage mental health disclosure and accommodation use. By centering student narratives, this thesis calls for culturally responsive and structurally integrated support systems, emphasizing early diagnosis, educator training, and institutional reforms that honor neurodiversity across global academic settings.