Frequency and Mental Health Condition of Students with Developmental Disabilities Among First-Year Japanese University Students: A Cross-Sectional Survey.

This study looked at nearly 711 first-year university students in Japan to see how many showed signs of autism or ADHD. About 9% of students showed characteristics of these conditions. Students with autism or ADHD traits had much higher rates of mental health concerns like depression, anxiety, and academic stress compared to other students. This suggests the transition to university can be particularly challenging for students with developmental differences.

This cross-sectional study examined the prevalence of autism spectrum disorder (ASD) and ADHD characteristics among 711 first-year Japanese university students within one month of admission. Using standardized screening tools (AQ and A-ADHD), researchers found 8.58% of students showed developmental disability tendencies: 3.23% ASD-only, 4.78% ADHD-only, and 0.56% both conditions. No gender or academic major differences were observed. Students with ASD/ADHD characteristics showed significantly higher mental health risks across multiple domains including depression, social anxiety, family distress, and academic distress compared to controls, highlighting the vulnerability of this population during university transition.

Results suggest need for systematic screening and targeted mental health support for university students with developmental disability characteristics. Early identification and intervention during the critical transition period may help prevent mental health deterioration and improve academic outcomes.

Single cross-sectional survey design limits causal interpretation. Study used screening tools rather than clinical diagnoses. Limited to one-month post-admission timeframe. Generalizability beyond Japanese university context unclear.

Students with developmental disabilities are anxious about a change in environment when graduating from high school to college. Existing research, which is scarce, focuses on the mental health status of students with developmental disabilities entering university. This study investigated the frequency of autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) among first-year Japanese university students and their mental health risks post-admission. We conducted a cross-sectional survey for university students within a month of admission, using the Autism Spectrum Quotient (AQ) and Adult ADHD Test (A-ADHD) to demonstrate the frequency of ASD and ADHD.

The Counseling Center Assessment of Psychological Symptoms (CCAPS)-Japanese (depression, eating concerns, hostility, social anxiety, family distress, alcohol use, generalized anxiety, and academic distress) evaluated their mental health condition.Of 711 students (20.3 ± 2.1 years; 330 male, 381 female), the number of those showing either ASD or ADHD tendencies was 61 (8.58%). Twenty-three (3.23%) showed symptoms of only ASD, 34 (4.78%) of ADHD, and four (0.56%) of ASD and ADHD. No significant differences existed in the frequency of ASD and ADHD between each sex and major. The scores and frequency of high risk (over the cut-off points) students on all CCAPS-Japanese subscales (except alcohol use) were significantly higher among the ASD and ADHD groups than the control group, which showed no ASD or ADHD tendencies.

The frequency of ASD and ADHD characteristics among first-year Japanese university students was 8.58%. They have a high risk of mental health problems when they enter university.