Academic burnout among postgraduate students with Attention Deficit Hyperactivity Disorder (ADHD) is a pervasive yet understudied issue, significantly impacting academic success and well-being. Students with ADHD often face academic difficulties, such as lower performance, heightened stress, and challenges with self-regulation and time management, leading to lower grades, higher dropout rates, and increased anxiety compared to neurotypical peers. Traditional interventions, such as medication and psychotherapy, are commonly employed to address these issues. However, these approaches are not always accessible or entirely effective and delays in diagnosis and treatment may leave students unsupported during critical periods. Consequently, there is a pressing need for alternative solutions that can provide timely and practical support. One promising intervention is peer coaching, which offers a low-barrier, cost-effective approach that leverages shared experiences among students.

This study aims to systematically investigate the impact of academic burnout on postgraduate students with ADHD and to evaluate the feasibility of a peer coaching intervention as a potential mitigative strategy. The research pursues three primary objectives: First, the study seeks to identify ADHD-specific burnout factors by examining the multifaceted challenges encountered by these students. These include cognitive impairments, such as deficits in executive functioning, difficulties with time management, and sustaining attention, as well as emotional factors like chronic stress, anxiety, and diminished self-efficacy. The high self-regulation and autonomy demands of postgraduate studies can exacerbate these issues, accelerating burnout onset and severity. A mixed-methods approach will be employed to delineate the interplay between these factors and generate a comprehensive profile of the burnout experience in this population.

Second, the study will assess the prevalence and severity of burnout among postgraduate students with ADHD and compare these levels to a neurotypical cohort. Using both quantitative and qualitative methodologies, validated instruments, including an adapted version of the Maslach Burnout Inventory for academic settings, will be administered alongside ADHD-specific assessment tools. This dual-method approach is intended to capture the nuanced manifestation of burnout in neurodivergent individuals and to determine whether their burnout trajectories differ significantly from those observed in neurotypical postgraduate students.

Third, the study will pilot a brief peer coaching intervention to address ADHD-related burnout. Participants with ADHD will engage in structured sessions where they discuss academic challenges, set realistic goals, and develop personalised coping strategies to enhance self-regulation and study habits. Feasibility will be assessed through engagement, satisfaction, and preliminary changes in burnout indicators, offering insights into its potential scalability as a support mechanism.

By comparing burnout levels and experiences between students with and without ADHD, this research seeks to inform the development of targeted support systems within higher education institutions.

Keywords: Academic, burnout, adhd, peer coaching.