Studying with ADHD, the DSA, and Dancing: Rebecca's Story
Rebecca, a Religion, Politics, and Society student at the University of Leeds, spoke to Booost Education’s Product Specialist, Amy Hopkins, about the contrast between studying with and without DSA support, the importance of university societies for wellbeing, and trying new tech and tools to discover what works for her.
“It’s transformed my experience of university.”
Rebecca began her course with a mental health diagnosis, but wasn’t diagnosed with ADHD until partway through her first year. Now repeating that year with Disabled Students’ Allowance (DSA) support, the difference is clear.
“I’m a first-year student, but I’m now finishing my first year for the second time. The DSA changed the way I engaged with my course, giving me the chance to be the best I can be.
The first time I started university, I hadn’t been diagnosed with ADHD yet. So I’ve experienced my first year of university both with and without the help of the DSA. It has made a world of difference.
It really shows how important accessibility is. I feel so much more supported.”
“The DSA is not just equipment and software, but human support, too.”
She highlights the range of DSA support available and how it has helped improve her studies.
“I’ve got access to quite a lot of software. So obviously, Booost, plus dictation and research software. I also have a specialist mentor and a study skills person, whom I see weekly. I also have physical equipment, such as a whiteboard and printer, which has been really useful because I like to print off work to annotate.
It may not be clear to everyone that DSA also includes human support, but it’s a very valuable and helpful part of the funding which actually surprised me. They help guide you through the whole process.”
“Ask for support. They don't know unless you tell them!”
Rebecca’s early connection with disability services for anxiety proved key to getting support after her ADHD diagnosis.
“I was registered with my university’s disability services because they cover mental health services, so I had some support in my first year, but I didn't have the DSA funding.
The disability services at my university were amazing during that first term. They got me some good interim support and put me in touch with a specialist mentor and a study skills tutor. What was great was that I was able to keep those people after my DSA was approved – it was nice to have that continuity.”
“I wish I had known how much I was entitled to.”
Rebecca offers advice for other students navigating support systems and the DSA for the first time.
“If I were a prospective first-year student reading this, I would like to know what support the DSA can offer. Apply for the DSA as early as you can. If I had known about the support I could access, I would have applied much earlier than I did.
Your university’s disability services are the people ‘on the ground’ ready to help you with things like this, so build a relationship with them. Even if you haven't received DSA yet, they can help get interim support in place and assist with the application process, as they did for me.
It’s important to be as open and honest as possible in your DSA study needs assessment. Many students are intimidated by the word ‘assessment’, but it’s not a test; it’s an opportunity to share how your disability impacts your everyday life. The more you tell them, the more useful your support will be.
Finally, some students believe the DSA is a loan that needs to be repaid, as it’s applied for through the Student Loans Company, but this is not the case. Also, the equipment is yours to keep. That’s a really important thing for people to know, because it removes that financial barrier.”
“I’m learning what works for me and what doesn’t.”
Rebecca speaks about the realities of studying with ADHD, the tools that support her and the strengths her diagnosis brings.
“Because I was diagnosed at 19, I felt like I didn't have the practice that a lot of other, earlier diagnosed students with ADHD might have. I'm kind of learning on the fly.
I have a slower processing speed than most of my peers, and it takes me longer to read things. My time management is not good, and I struggle quite a bit to concentrate in lectures, especially when there are lots of other people and you can hear everybody shuffling around and typing.
I’ve discovered noise-reducing earplugs for lectures, and they're great! It makes concentrating so much easier.
I regularly book accessible study rooms because, as someone with anxiety and ADHD, the library can be quite an intimidating place. Having those rooms where you can pace around and talk to yourself is really cool. You’re still in the library, but now in your own space without the distractions.
ADHD can make studying difficult, but it’s not all negative. Because I have relatively poor impulse control and speak up more than other people do in seminars, I always have a lot to say!”
“Try everything to see what works well for you.”
Learning what works has been a process of trial and error for Rebecca.
“I find that printing off lecture slides before the lecture helps me, so I can annotate them and stay focused and engaged.
Try all the software and tools you’re offered, even if it seems out of your comfort zone. It’s the best way to find out what works for you. The same models don't fit everyone.
Experiment to see what feels right and what works well for you. It might take a while to figure out but that's fine, you'll get there eventually.”
“Societies are the way forward.”
University societies proved to be a game-changer in Rebecca’s first year.
“Neurodivergent people may not have the typical first-year experience of making friends. I found that it was not easy to make friends on my course. I also don't enjoy clubbing and find it overstimulating, so I had to find other ways to meet people.
Student-led activities are the best way to put yourself out there and meet people you would never have the opportunity to encounter otherwise. I joined the art society, I’m a member of the university music library, and I also joined the Dancesport Society, where I have the opportunity to learn ballroom and Latin dance. I absolutely love it – it's been transformative for me.
Taking part has been so important because I’ve made so many lovely friends that I will keep throughout university and hopefully in the years to follow.
My advice would be to expand your horizons and join a bunch of different societies. You’ll never know unless you try it!”
“The path you take is not worse. It’s not less, but it is different.”
Rebecca reflects on what she’s learned about university life as a neurodivergent student.
“Throw yourself into your first year. Use this opportunity to access the support you need and practice those study skills.
Going to university can feel like you're being thrown into the deep end. Learning how to live independently and look after yourself as a neurodivergent person is a steep learning curve. You have to give yourself time.
The most damaging thing you can do to yourself as a student with a disability is to expect to follow the same route as your neurotypical peers. I’d spent nineteen years thinking that my brain should work the same way as other people, and relentlessly beat myself up over it.
Often, it feels like you’re taking on more than those around you, but I now realise that I function differently and must approach things differently. And that’s ok.
Your path may be different, but it will still be great.
You deserve to be at university. You’ve earned your place.”
By accessing support and exploring a range of tools and strategies, Rebecca has turned a difficult start into real progress, showing that finding what works for you is key to succeeding on your terms.
Rebecca spoke with Booost Education’s Product Specialist, Amy, who provides personalised training and support to students receiving Booost or Luna through their DSA funding.
Whether you're just starting university this year or already partway through your course, Amy’s sessions help you make the most of your software and feel confident using it to support your studies.
Have questions about training? Get in touch with Amy at support@booosteducation.com.
