This document outlines recommended practices for community colleges to help students with ADHD pursue entrepreneurial careers. It summarizes research finding that individuals with ADHD possess skills that are advantageous for entrepreneurship, such as alertness, creativity, and resilience. The document recommends a strengths-based educational approach, mentorship and coaching programs, experiential learning opportunities, supporting an entrepreneurship ecosystem, and emphasizing collaboration. It provides examples of colleges implementing these practices successfully.

1. ADHD:
AN ENTREPRENEURIAL
DYNAMISM
The critical intersection of ADHD traits
and entrepreneurial attributes
in students at community colleges
Literature informing these promising practices
suggests that students with ADHD possess
particular skillsets that put them at an
advantage for entrepreneurial careers.
Through extensive research, interviews, and case
studies, our team distilled five recommended practices
for community colleges to serve students with ADHD
and ADHD-like behavior with a specific focus on
entrepreneurial careers.
A strengths-based educational approach will capitalize
on students’ skills and interests, and allow for flexibility in
completing their work. Community colleges should allow
students with specific skills to serve as partners to other
students with specifically different skills. To expand on the
success of this approach, educational programs should
be inclusive of mentorship.
PROMISING PRACTICES
1. Strengths-Based Educational Approach
2. Mentorship and Coaching
3. Active and Experiential Learning
4. Entrepreneurship Ecosystem
5. Collaboration and Communication
QUALITIES
- Bridges Academy, California
- Community College of Allegheny County, Pennsylvania
- Harper College, Illinois
- Lorain Community College, Ohio
- National Association for Community College
Entrepreneurship
- Pierce College, California
- Santa Barbara Community College, California
- Trudy Bers, President, The Bers Group
- Vikki Broer, Program Officer, Burton D. Morgan Foundation
- Matthew Gormley, Pre-doctoral Intern, UNMC Monroe Meyer
Institute
- Dr. Frances Prevatt, Professor/Executive Director of Adult
Learning and Evaluation Center, FSU
- Tim Zak, Associate Teaching Professor, Director of the Institute
for Social Innovation, CMU
- Dr. Bonnie Zima, Professor/ Associate Director, Center for Health
Services and Society, UCLA
The views and synthesis of information expressed in this capstone project
are those of the project team and do not reflect the official policy or position
of any contributing consultants.
Through our methodology,
the team solidified and strengthened this link. In
addition to extensive research and data analysis,
key industry case studies and academic
stakeholders served as consultants, informing
and confirming the stated conclusions. These
include...
It is okay if students come in and never start a business, but
let’s talk about what it means to have an entrepreneurial mindset.
Employersarenotlookingforthatcookiecutteremployeeanymore.
They’re doing a lot more with less, so it’s important that the people
they hire have an innovative thought process and are comfortable
sharing their ideas to help the company move forward.
”
“
-Janice Lapina,
Program Manager of NEO LaunchNET at Lorain County Community College
alertness
self-determination
risk-taking
creativity
resilience
ingenuity
As a prerequisite for graduation, mentorship and coaching within community colleges
will leverage resources, networking opportunities, and community connections.
Rather than lecture-style classrooms, typical of educational institutions, educators
should facilitate active and experiential learning experiences, allowing students to
be creative and learn by doing. This approach aims to close a skills gap and offer a
unique and motivational learning environment. Community colleges should support
entrepreneurship ecosystems by developing partnerships with local businesses,
networks, and state governments to expand opportunities for students while also
supporting the community. Additionally, it is important that the community college
culture value and support collaboration and communication. The implementation of
these recommended best practices will contribute to positive outcomes for students
with learning disabilities and unique skillsets.
Authors:
Callan Bird
Maya Ennis
Megan John
Megan Kizzort
Diego San Martin
Shannon Smith
Julie Williams
11%
4%
CHILDREN
4-17
WITH ADHD
ADULTS
18+
WITH ADHD
For more information please contact:
adhd.entre.cc@gmail.com
Today, approximately 11% of American children (4-17 y/o) and over 4% of American adults (18+)
have been diagnosed with ADHD [CDC].
This statistic continues to increase year after year and there is validated evidence that the
current education system does not capitalize on their unique set of skills. Rather, these
individuals are classified as having a disability and guided to treatment options.
Emerging research identifies the connection between learning disabilities and entrepreneurs.
There is an opportunity across all levels of education to serve these unique individuals and
allow them to find success through less traditional learning environments.
Specifically, there is an opportunity for community colleges to use best practices to assist
students with ADHD and ADHD-like behaviors to find and capitalize on their strengths. This
is the first step in engaging them in entrepreneurial careers that fit their individual skillsets
and personal attributes.
Faculty Advisor:
Andy Richman