The lived experience of postgraduate students with ADHD in the New Zealand online learning environment : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Psychology at Massey University, Distance, New Zealand

Abstract

In Aotearoa, New Zealand, educational organisations have increased their reliance on online learning environments, significantly influencing the learning experience for all students, particularly those with ADHD. Despite the permanence of online learning environments, there is currently a lack of qualitative research that includes the voices of neurodiverse students. The current research explores the lived experience of postgraduate students with ADHD in the New Zealand online learning environment. This research was underpinned by a critical neurodiversity paradigm, in which recognises and challenges neuronormative assumptions embedded within social systems, whilst also promoting more inclusive and equitable practices. Hermeneutic phenomenology enabled the researcher to interpret and make meaning of participants’ lived experiences. This study utilised an Interpretative Phenomenological Analysis (IPA) approach, employing semi-structured interviews with nine purposively sampled participants. Findings and analysis revealed four superordinate themes: ‘Neurodiversity and self-identity’, ‘Navigating online environments: socializing, physical workspaces, and individual strategies for success’, ‘The flexibility paradox’, and ‘Equity vs Equality’. The findings of this research have implications for improving online learning environments to better support the diverse learning needs of all students and foster psychologically safe spaces.