View in EDS HTML Full Text PDF Full Text

College Outcomes for Young Adults With and Without Learning Disabilities and ADHD: Formal-Disability-Programming and Informal-Disability-Supports.

Saved in:
Bibliographic Details
Title: College Outcomes for Young Adults With and Without Learning Disabilities and ADHD: Formal-Disability-Programming and Informal-Disability-Supports.
Authors: Shifrer, Dara (AUTHOR), Springer, Rachel (AUTHOR), Ellefritz, Hannah Sean (AUTHOR), Tilbrook, Ned (AUTHOR)
Source: Journal of Higher Education. 2026, Vol. 97 Issue 2, p305-339. 35p.
Subjects: College enrollment, Retention of college students, Social support, Special education, Attention-deficit hyperactivity disorder, Services for people with disabilities, Outcome assessment (Education), Learning disabilities
Geographic Terms: United States
Abstract: Inequalities by disability status in college outcomes contribute to inequalities throughout adulthood in multiple domains. As the share of students with learning disabilities and/or ADHD increases on college campuses, research is needed on how best to support these undergraduates, both through formal and informal means. We integrate the social and medical models of disability with data on nearly 17,000 young adults in the US, who typically finished high school in 2013, and find that formal-disability-programming relates negatively to college enrollment but has no apparent bearing on college persistence. Among youth with similar sociodemographic backgrounds and comparable end of high-school achievement levels, youth with a learning disability or ADHD who participate in special education during high school are less likely to enroll in college than youth with a learning disability or ADHD who do not. Multiple informal-disability-supports retain a significant relationship with college enrollment and persistence, even after accounting for important potential confounders. These supports may improve college outcomes because they demonstrate the relevance of education for careers (e.g. internships), build dominant social and cultural capital (e.g. high-school counselors, career services), build human capital (e.g. college exam prep, academic support for college courses), and increase accessibility (e.g. online programs). [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 192584908
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: College Outcomes for Young Adults With and Without Learning Disabilities and ADHD: Formal-Disability-Programming and Informal-Disability-Supports.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Shifrer%2C+Dara%22">Shifrer, Dara</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Springer%2C+Rachel%22">Springer, Rachel</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ellefritz%2C+Hannah+Sean%22">Ellefritz, Hannah Sean</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tilbrook%2C+Ned%22">Tilbrook, Ned</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education%22">Journal of Higher Education</searchLink>. 2026, Vol. 97 Issue 2, p305-339. 35p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22College+enrollment%22">College enrollment</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+of+college+students%22">Retention of college students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Attention-deficit+hyperactivity+disorder%22">Attention-deficit hyperactivity disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Services+for+people+with+disabilities%22">Services for people with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Outcome+assessment+%28Education%29%22">Outcome assessment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Inequalities by disability status in college outcomes contribute to inequalities throughout adulthood in multiple domains. As the share of students with learning disabilities and/or ADHD increases on college campuses, research is needed on how best to support these undergraduates, both through formal and informal means. We integrate the social and medical models of disability with data on nearly 17,000 young adults in the US, who typically finished high school in 2013, and find that formal-disability-programming relates negatively to college enrollment but has no apparent bearing on college persistence. Among youth with similar sociodemographic backgrounds and comparable end of high-school achievement levels, youth with a learning disability or ADHD who participate in special education during high school are less likely to enroll in college than youth with a learning disability or ADHD who do not. Multiple informal-disability-supports retain a significant relationship with college enrollment and persistence, even after accounting for important potential confounders. These supports may improve college outcomes because they demonstrate the relevance of education for careers (e.g. internships), build dominant social and cultural capital (e.g. high-school counselors, career services), build human capital (e.g. college exam prep, academic support for college courses), and increase accessibility (e.g. online programs). [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192584908
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00221546.2025.2463857
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 35
        StartPage: 305
    Subjects:
      – SubjectFull: College enrollment
        Type: general
      – SubjectFull: Retention of college students
        Type: general
      – SubjectFull: Social support
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Attention-deficit hyperactivity disorder
        Type: general
      – SubjectFull: Services for people with disabilities
        Type: general
      – SubjectFull: Outcome assessment (Education)
        Type: general
      – SubjectFull: Learning disabilities
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: College Outcomes for Young Adults With and Without Learning Disabilities and ADHD: Formal-Disability-Programming and Informal-Disability-Supports.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Shifrer, Dara
      – PersonEntity:
          Name:
            NameFull: Springer, Rachel
      – PersonEntity:
          Name:
            NameFull: Ellefritz, Hannah Sean
      – PersonEntity:
          Name:
            NameFull: Tilbrook, Ned
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: 2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 00221546
          Numbering:
            – Type: volume
              Value: 97
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Higher Education
              Type: main
ResultId 1