THE DUALISTIC IMPACT OF INHERITED ADHD ON THE DESIGN OF ARCHITECTURAL ACADEMIC SPACES

Abstract

With the rapid advancement of digital devices and the pervasive influence of social media, several challenges facing the university community have been brought to the forefront. Among these are often overlooked conditions and latent symptoms, most notably Attention-Deficit/Hyperactivity Disorder (ADHD). This neurodevelopmental disorder, which originates in childhood and persists into adulthood, is characterized by a spectrum of symptoms, including the inability to maintain sustained concentration, hyper-focus on specific details, disorganized task execution, and emotional dysregulation. These manifestations frequently result in functional impairment across various domains of daily life. Consequently, this study aims to enhance awareness regarding this marginalized disorder and to identify evidence-based strategies and interventions for its management. This study investigates the influence of Attention-Deficit/Hyperactivity Disorder (ADHD) on students within architecture programs. While architectural education relies heavily on iterative design processes and creative problem solving, it also demands rigorous executive functioning for project management and theoretical coursework. Through a mixed-methods approach, this research examines how ADHD symptoms—characterized by inattentiveness, hyper focus, and forgetfulness—impact student performance. The findings indicate a "creative-functional paradox," where ADHD students often excel in design studios through hyper-focus while struggling significantly with the structured, sustained attention required for theoretical examinations and long-term project administration. This paper concludes with pedagogical recommendations for inclusive studio environments