Oxford University has found itself in the spotlight after an investigation into its ADHD screening process revealed troubling details.
It turns out that nearly all students who underwent a 90-minute assessment for ADHD were diagnosed with the disorder, potentially giving them the ability to receive extra exam time.
This method has raised serious questions about the thoroughness and legitimacy of the screening process, especially considering that many students are not assessed by medical professionals.
A Closer Look at the Screening Process
According to recent data, the number of students with disabilities at Oxford has been rising rapidly.
In 2022-2023, nearly 28% of students registered with the Disability Advisory Service (DAS), significantly higher than the national average in the UK, which is around 17%.
Many students seeking an ADHD diagnosis were asked to fill out a form that included subjective questions like “Do you describe yourself as a well-organized person?” or “Do you tend to be on time to appointments?” These questions were part of a process that led to a brief assessment where 98% of students were diagnosed with ADHD or a related learning difficulty.
While Oxford acknowledges that this is not a medical diagnosis, the sheer volume of students receiving the diagnosis has sparked concern among both experts and the public.
The process at Oxford appears to be far more lenient compared to the stringent assessments used by the National Health Service (NHS) and other institutions.
For example, at the Sheffield Health and Social Care NHS Foundation Trust, only 3% of those screened in 2022-2023 were diagnosed, highlighting a significant difference in diagnosis rates.
Concerns Over the Shortness of the Assessment
For some students, the short 90-minute assessment felt insufficient compared to the long and detailed evaluations they underwent later with medical professionals.
One 26-year-old woman, diagnosed with severe ADHD after months of assessments, expressed her disbelief at the simplicity of Oxford’s process.
“A self-diagnosis or a short assessment done in-house at a university does not seem like a proper or legitimate way of telling anyone they have ADHD,” she told MailOnline.
She also pointed out that, while the questionnaire might make it easy for students to qualify, ADHD is a serious condition that requires a thorough understanding of the symptoms, something a short assessment might miss.
This quick and seemingly lenient approach has raised concerns that it could trivialize the challenges faced by those genuinely struggling with ADHD.
The woman noted that ADHD is not a “quirky trend” and that having the disorder can be life-altering.
She expressed frustration over the increasing glamourization of ADHD, which she believes could make it harder for people to take the condition seriously.
A Growing Number of Students Registered as Disabled
The rise in ADHD diagnoses at Oxford aligns with a broader increase in the number of students seeking accommodations for learning disabilities.
The number of students with a mental health condition at the university has increased significantly from 1,161 in 2017-2018 to 1,960 in 2022-2023.
The report notes that over 31% of the assessments funded by the DAS confirmed ADHD or other similar attentional deficits, contributing to the growing trend of students with disabilities seeking educational support.
Interestingly, female students are more likely to be registered with the DAS at Oxford, making up 57% of the total, while white students are slightly over-represented in comparison to the university’s overall student population.
However, Chinese students remain underrepresented among DAS users, highlighting potential disparities in access to support services.
Oxford’s Response and Ongoing Changes
The University of Oxford has responded to these concerns, acknowledging the issues surrounding the screening process but also emphasizing its commitment to providing an inclusive educational environment.
A university spokesperson stated that Oxford is dedicated to offering reasonable adjustments and study support for students with disabilities.
They also mentioned that the assessment centres were closed in 2024 due to changes in government policy and that the university is gradually moving towards a new service model.
However, the university has been tight-lipped about key details regarding the new assessment process.
For instance, they have not disclosed how many students were referred to the education assessment centre after completing the initial questionnaire or who conducted the clinical assessments.
These unanswered questions only add to the uncertainty surrounding the university’s approach to ADHD diagnosis and disability support.
The Broader Debate Over ADHD Diagnosis
The ongoing debate over ADHD diagnosis is not limited to Oxford.
Health Secretary Wes Streeting recently raised concerns about the potential for “overdiagnosis” of ADHD in the general population, stressing the need for more accurate assessments and better support for those who truly need it.
As the issue continues to generate discussions across the country, experts worry that the increasing number of ADHD diagnoses could dilute the seriousness of the condition, making it harder for individuals who genuinely struggle with ADHD to receive the attention and care they need.
As this story unfolds, the impact of Oxford’s approach to ADHD screening will likely continue to stir debate within the academic community, the medical profession, and beyond.