College students with ADHD obtained significantly lower GPAs and reported less frequent use of study skills. Academic service receipt was associated with increasing GPA trajectory, but only for students with ADHD not receiving medication. Progress toward graduation was similar across groups, but students with ADHD not on medication showed diminished progress over time.

Only a few predictors of academic outcomes for students with ADHD were identified:

• Higher parent education predicted GPA for both ADHD groups.
• Better executive functioning, receipt of high school 504 accommodations, and participation in academic services predicted greater study skills, especially for ADHD students on medication.
• Several predictors identified may be potential targets for intervention before and during college, such as executive functioning deficits and maladaptive cognitions.

Limitations of this study include:

• Participants were all from four-year institutions, so the findings may not be applicable to students attending two-year institutions.
• All participants attended college in the eastern region of the US.
• Medication status may have fluctuated over the course of the study.

Because students with ADHD show significant academic challenges beginning in the first semester, intervention programs for transition support are very important to influence academic performance trajectory. It is also extremely important to connect students with ADHD to support services from the onset of their college education, especially for ADHD students who are not medicated, who show more frequent and more significant academic problems.