Intro / Project description
This project examines the transition experiences of Māori tertiary students with ADHD, including those formally diagnosed and those who self-identify. It addresses a gap in research at the intersection of indigeneity, neurodiversity, and tertiary education. Using a Kaupapa Māori approach, the study combines survey data, in-depth interviews, and wānanga to generate evidence based on lived experience. The research is designed to produce findings that inform tertiary policy and practice and contribute to improved support for Māori learners
Aims
The project aims to produce a systematic account of the challenges and support needs experienced by Māori tertiary students with ADHD during their transition into higher education. It seeks to identify structural barriers within tertiary systems, including gaps in policy, institutional practices, and support services. A further aim is to generate evidence that informs the development of culturally appropriate and effective supports for Māori learners.
The project also aims to strengthen alignment between research, community priorities, and educational practice through partnership-based engagement. This includes working with advisory members and partner organisations to refine research tools, support recruitment, and guide interpretation of findings. The study will contribute to knowledge development in Indigenous education and neurodiversity, and support the design of interventions that improve equity and outcomes in tertiary settings
Why is this research important?
Māori students with ADHD experience inequities in access to diagnosis, treatment, and educational support. There is limited research focused on their experiences in tertiary education. This project addresses this gap by generating evidence that reflects Māori perspectives and informs improvements in policy and practice. The research supports the development of equitable and culturally appropriate systems that improve outcomes for Māori learners and their whānau
What we plan to do
Data: The project will collect data through a national online survey of Māori tertiary students with ADHD (n=30) and semi-structured interviews in Tāmaki Makaurau (n=12). Hui will support engagement and feedback. Three wānanga will support co-design, collective reflection, and validation. Wānanga will use visual and participatory methods, including photo elicitation and collaborative outputs such as mind maps and drawings, to support participants to express experience. These visual materials will form part of the dataset.
Analysis: Quantitative survey data will be analysed using descriptive statistics in SPSS or R to identify patterns in demographics, experiences, and support needs. Qualitative data from interviews, hui, and wānanga will be examined through thematic processes to identify key challenges and areas for system improvement. Visual and photo-elicited materials will be analysed for thematic connections and integrated with interview data. Analysis will proceed iteratively, with preliminary findings refined through wānanga-based validation and integration of quantitative and qualitative data prior to reporting
