A Phenomenological Inquiry into Lived Student Debt Experiences in an Online ADHD Community

Background and Objective. Social work has a longstanding history of advancing practice and policy interventions to enhance financial wellbeing of people experiencing mental illness. Although DSM-5 (criterion A.1.i) suggests financial challenges as a characteristic of attention-deficit/hyperactivity disorder (ADHD)-related difficulties, research on the relationship between ADHD and financial challenges are limited and inconclusive (Norvilitis et al., 2021). With an estimated 10 million US adults diagnosed with ADHD, it is critical to understand the challenges individuals with ADHD face with their student loans—a financial issue affecting millions of individuals worldwide. This study is a phenomenological inquiry into the lived experiences of individuals, with self-reported ADHD, in managing student loans and navigating consequential debt, as shared by them on Reddit. We have used scarcity theory as a lens to understand the underlying complexities created as a result of constraints related to time, money and cognitive capacities as experienced by these individuals.

Methods. Publicly available data were obtained from member postings in an online community on Reddit (between 2009-2020), r/ADHD (1.8 million members currently). Search terms focused on variations of “student loan.” To enhance the likelihood of posts being authentically generated by individuals, first person pronouns, such as “I”, “me”, “my”, were used as a filter. Additional filters were used to drop political posts (with mentions of policymakers, including Barak Obama, Donald Trump, and Joe Biden). Only English posts were collected due to researchers’ language limitations. Thematic analysis was employed iteratively to identify patterns and themes within the qualitative data.

Results. Findings revealed the importance of online communities as crucial sources of support and validation for individuals experiencing ADHD-related financial challenges. We found that that student loan related debt is a major barrier for their financial and mental wellbeing. Individuals with ADHD struggle with managing their student loans resulting from various forms of cognitive and affective scarcities related to resources, support, opportunities, mental and emotional well-being, time management, and a lack of clarity about future. These challenges along with their existing ADHD related issues, such as inattention, impulsivity, and disorganization amplify feelings of self-blame and self-hatred, low confidence, and diminished self-esteem in them. Participants reported feelings of stress and anxiety due to the complexities of managing their student loans. Despite these challenges, many demonstrated resilience and adaptability, developing coping strategies that included seeking alternative financial planning resources and support.

Discussion and Implications. Findings have implications for individuals with ADHD, social work educators, mental health professionals, policymakers, and financial institutions. For individuals experiencing ADHD, findings emphasize the importance of recognizing and addressing these challenges to improve financial management and reducing stress. Educators and mental health professionals can use our findings to inform targeted interventions and support systems, such as tailored financial literacy programs, within educational settings. Policymakers and financial institutions can implement accommodations or support mechanisms to assist individuals with ADHD in navigating student loan repayment.