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Artificial Intelligence for Supporting College Students with Attention-Deficit/Hyperactivity Disorder: Cognitive, Emotional, and Ethical Perspectives

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Title: Artificial Intelligence for Supporting College Students with Attention-Deficit/Hyperactivity Disorder: Cognitive, Emotional, and Ethical Perspectives
Language: English
Authors: Promethi Das Deep (ORCID 0009-0006-8974-0997), Nitu Ghosh (ORCID 0009-0000-0577-6252), Adam P. Natoli (ORCID 0000-0002-2324-9242)
Source: International Journal on Social and Education Sciences. 2026 8(1):1-17.
Availability: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Students with Disabilities, Attention Deficit Hyperactivity Disorder, Artificial Intelligence, Student Needs, Technology Uses in Education, Ethics, Cooperative Planning, Technological Literacy, Intervention, Clinical Diagnosis, Privacy, Data Use
ISSN: 2688-7061
Abstract: College students with Attention-Deficit/Hyperactivity Disorder (ADHD) often face academic underperformance, executive functioning challenges, and emotional regulation difficulties that hinder persistence and success in higher education. Advances in artificial intelligence (AI) offer promising opportunities to provide adaptive support through innovative tools for personalized interventions and cognitive assistance. A literature search conducted across PubMed, ERIC (Education Resources Information Center), SpringerLink, ScienceDirect, PsycINFO, and IEEE Xplore identified peer-reviewed studies relevant to ADHD in higher education and the application of AI-based tools. Findings indicate that AI-based systems, including explainable AI models and biometric frameworks, can enhance risk estimation and pattern recognition related to ADHD symptomatology, while also raising concerns about responsible data governance. Importantly, these tools do not perform clinical diagnoses; rather, they support licensed professionals by aggregating and organizing data that may inform clinical decision-making. Generative and assistive technologies, such as ChatGPT, socially assistive robots, and mobile applications, have been found to enhance academic writing, self-regulation, and executive functioning; however, their adoption is limited by gaps in digital literacy and inconsistent institutional support. Ethical considerations, including privacy, algorithmic fairness, trust, and students' willingness to disclose ADHD status, critically influence acceptance and effectiveness. The review highlights the importance of inclusive design, participatory development, and AI literacy training. When ethically implemented within institutional frameworks, AI-driven interventions can complement traditional services, fostering more accessible, supportive, and responsive learning environments for neurodivergent college students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494264
Database: ERIC
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  Data: Artificial Intelligence for Supporting College Students with Attention-Deficit/Hyperactivity Disorder: Cognitive, Emotional, and Ethical Perspectives
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  Data: <searchLink fieldCode="AR" term="%22Promethi+Das+Deep%22">Promethi Das Deep</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-8974-0997">0009-0006-8974-0997</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nitu+Ghosh%22">Nitu Ghosh</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-0577-6252">0009-0000-0577-6252</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adam+P%2E+Natoli%22">Adam P. Natoli</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2324-9242">0000-0002-2324-9242</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+on+Social+and+Education+Sciences%22"><i>International Journal on Social and Education Sciences</i></searchLink>. 2026 8(1):1-17.
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  Data: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
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  Data: College students with Attention-Deficit/Hyperactivity Disorder (ADHD) often face academic underperformance, executive functioning challenges, and emotional regulation difficulties that hinder persistence and success in higher education. Advances in artificial intelligence (AI) offer promising opportunities to provide adaptive support through innovative tools for personalized interventions and cognitive assistance. A literature search conducted across PubMed, ERIC (Education Resources Information Center), SpringerLink, ScienceDirect, PsycINFO, and IEEE Xplore identified peer-reviewed studies relevant to ADHD in higher education and the application of AI-based tools. Findings indicate that AI-based systems, including explainable AI models and biometric frameworks, can enhance risk estimation and pattern recognition related to ADHD symptomatology, while also raising concerns about responsible data governance. Importantly, these tools do not perform clinical diagnoses; rather, they support licensed professionals by aggregating and organizing data that may inform clinical decision-making. Generative and assistive technologies, such as ChatGPT, socially assistive robots, and mobile applications, have been found to enhance academic writing, self-regulation, and executive functioning; however, their adoption is limited by gaps in digital literacy and inconsistent institutional support. Ethical considerations, including privacy, algorithmic fairness, trust, and students' willingness to disclose ADHD status, critically influence acceptance and effectiveness. The review highlights the importance of inclusive design, participatory development, and AI literacy training. When ethically implemented within institutional frameworks, AI-driven interventions can complement traditional services, fostering more accessible, supportive, and responsive learning environments for neurodivergent college students.
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      – SubjectFull: College Students
        Type: general
      – SubjectFull: Students with Disabilities
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      – SubjectFull: Attention Deficit Hyperactivity Disorder
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      – SubjectFull: Student Needs
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      – SubjectFull: Technology Uses in Education
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