From passion to progress: ADHD advocacy and student-driven change

Erin Girio-Herrera, Ph.D., is on a mission to expand services and treatments on Towson University’s campus for students with ADHD. Through her service-learning classes, she is making progress, collaborating with students who share her vision.

Living and learning with ADHD

An associate professor in the Department of Psychology, Girio-Herrera is an expert in attention-deficit/hyperactivity disorder, or ADHD.

ADHD is a common condition that makes it difficult for affected students to learn, focus, control impulses or complete tasks. “In the latest National College Health Assessment survey, 16% of students report being diagnosed with ADHD,” Girio-Herrera says.

A lack of education about ADHD among students, faculty and staff and a lack of evidence-based services and treatments on campus can make it more difficult for students with ADHD to succeed academically, socially and emotionally.

Seeing a need and taking action

Girio-Herrera didn’t start her career imagining ADHD would be her focus.

After graduating with a double major in business and psychology, she realized she wanted to be a professor and therapist and set her sights on earning a Ph.D. in clinical psychology.

To increase her research experience, she took a position working with a noted researcher in Buffalo, NY, who happened to be working on ADHD.

“I came to TU as a child and adolescent clinical psychologist with experience in ADHD, research, and school settings. Seeing the existing needs for students with ADHD, I realized my past experience and expertise in this area could serve this community,” Girio-Herrera says.

Needs assessments by students, for students

“I developed a service-learning class where students do the hands-on work. Together, we conducted a mixed-method needs assessment of TU students with ADHD,” Girio-Herrera explains. Mixed method refers to using both qualitative and quantitative data.

With her guidance, the students delve into a deep review of the scientific literature and use the science to identify and develop best practices for on-campus services and treatments.

“I help the students in the class understand that the existing literature and needs assessment data will guide us. They themselves will be shaping the decisions and treatments we hope to collaboratively implement with others on campus,” Girio-Herrera says.

Learning by doing creates opportunity

The service-learning model of Girio-Herrera’s classes teaches students how to analyze and use data to address real-world problem on TU’s campus.

Their problem solving explores how to educate students, faculty and staff about ADHD more effectively, and the potential impact of providing on-campus services and evidence-based treatments for ADHD.

“Students are learning how to collect and use data to understand needs, communicate effectively, develop critical thinking and problem-solving skills and practice professional teamwork, all of which are essential skills for researchers and clinicians” she says.

“These experiences can lead to research presentations at conferences or publications, add to students’ CVs and give them an advantage when competing for graduate school and careers.”

Cultivating a passion for making a difference

Girio-Herrera encourages the students to regard the class as an internship or job.

“There’s a level of commitment required,” she says. “Students are contributing to something bigger to themselves, serving individuals with ADHD.”

More than 70 students have contributed to the project, including some graduate students.

“It’s evolved into a real community,” Girio-Herrera notes. “Students can take the service-learning course again if they choose. Most students take the class multiple times. A few have taken it as many as four times or continue working with us after graduation. They are committed to this mission. They care deeply about this project and the community of students with ADHD that we serve."