Disclosure Concerns: The Stigma of Attention Deficit Hyperactivity Disorder in Writing Centers

Stark, Savannah
Wilson, Julie
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Despite widespread research regarding Attention Deficit Hyperactivity Disorder (ADHD) in general education, little research exists connecting this medical phenomenon to writing center pedagogy. A 2008 report by the United States Government Accountability Office found that “the most commonly reported type of disability among US college students was mental, emotional, or psychiatric illness or depression (24%). The second most common was Attention Deficit Disorder (19%), with mobility impairment coming in third (15%)” (qtd. in Babcock 39). Thus, writing centers can expect to encounter writers with ADHD, but the diagnosis remains unexplored when it comes to tutoring situations and how we might best support writers with ADHD. We address this absence in the research by applying disability studies scholarship to an exploration of disclosure concerns and stigma.