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Students with ADHD struggle in higher education as a result of various functioning and participation problems. However, it remains unclear how often and during which teaching and evaluation methods problems arise, and which reasonable accommodations are effective to deal with the functioning and participation problems of students with ADHD in higher education.This study addresses these three gaps in literature. In total, 86 students with ADHD, 42 student counsellors and 86 students without a disability participated in a survey-based study. The results show that students with ADHD most frequently experience problems with sustaining and focusing attention and it is demonstrated that most problems arise during classical teaching or evaluation methods. Finally, the perception of the effectiveness of reasonable accommodations is strongly dependent on which problems students experience in higher education. These findings suggest that it is important to consider both personal and environmental characteristics when selecting and implementing reasonable accommodations.

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