When Luna Kühne was diagnosed with ADHD last summer, it came as an enormous relief, says the 23-year-old ZHAW student. At last, she had an answer to a question she had found herself asking more and more often: why can’t I manage things the way other people do? The realisation that some everyday tasks were more difficult for her for neurobiological reasons lifted a weight from her shoulders.
As a child, being different had never caused her any problems. Kühne had numerous hobbies, was heavily involved in sport and enjoyed painting and doing crafts. “I was enthusiastic about many things at school as well, and I always had good grades,” says the young chemistry student, who is currently in her fourth semester at the ZHAW in Wädenswil.
Things only became more challenging towards the end of secondary school and, in particular, during her training as a design engineer. Suddenly, she found herself in an office role that offered little opportunity for physical activity and lacked clear task structures and regular feedback. In 2024, Kühne therefore began studying at the ZHAW. Yet here too, it soon became apparent that some challenges remained: while she had no trouble with the lecture materials, organising and coordinating the many different modules was far more demanding. As the student explains, it is also very difficult for her, particularly during exams, not to become completely absorbed in a task if it is complex or simply exciting.
ADHD as the most common reason for academic accommodations
As a result, Kühne is now granted additional time during examinations. Emerging from this state of hyperfocus and redirecting her attention involves a noticeable loss of time and considerable mental effort. She is also usually able to sit end-of-module examinations in a separate room, where there are fewer distractions.
In 2025, 45% of the total of 532 applications for academic accommodations submitted at the ZHAW were based on an ADHD diagnosis. A further 15% are linked to dyslexia, while 10% are caused by mental health conditions or illnesses such as anxiety disorders, panic attacks or depression. Some 9% of applications come from people with chronic illnesses and 4 percent from people on the autism spectrum (ASD).
Jasmin Imboden
Diversity Officer for Academic Accommodations
“We are currently seeing growing public awareness of non-visible disabilities, including mental health conditions and chronic illnesses.”
Raising public awareness and improving diagnostic accuracy
The number of applications for academic accommodations has increased by more than 20 % annually in recent years. Anyone with a documented disability or chronic illness is entitled to request individual measures where structural and educational adaptations are not sufficient to ensure equal access to educational opportunities. The entitlement to individual measures is based on the right to different treatment enshrined in the Disability Discrimination Act – a principle designed to help achieve equal opportunities through individual, appropriate and situation-specific measures, such as academic accommodations.
Current developments are largely linked to the limitations that fall under the umbrella term “neurodivergence.” Typically, these include not only ADHD and ASD, but also specific learning difficulties such as dyslexia and dyscalculia. While it is not possible to determine precisely what proportion of the population is neurodivergent, the number of diagnosed individuals is increasing noticeably.
There are several reasons for the rise in applications, says Jasmin Imboden, Diversity Officer for Academic Accommodations at the ZHAW. “On the one hand, we are currently seeing growing public awareness of non-visible disabilities, including mental health conditions and chronic illnesses.” This is also reflected in more accurate diagnoses. ADHD and ASD, for example, often went unrecognised in girls and women for many years, but that is now changing. On the other hand, however, more students are starting their studies already aware of their rights and options, or having previously received academic accommodations at school.
Academic accommodations also face obstacles
Among the most common forms of academic accommodations are examination arrangements. Students can take examinations in a low-distraction environment and are allowed more time to complete them. However, implementation is not always straightforward, says Imboden. For example, not all ZHAW sites have enough suitable rooms available at the required times. “Examinations are therefore often taken in groups of 10 to 15 students.”
However, the obstacles are not just of a material nature. “Awareness of academic accommodations is still not equally developed across the board,” Imboden notes. As a Diversity Officer, Imboden not only advises students and staff and assesses applications, but also acts as an intermediary between applicants and the Schools responsible for implementing academic accommodations. Sometimes lengthy discussions are required to determine appropriate measures and build acceptance. “In the case of visible disabilities, negotiating academic accommodations is much less complicated.”
Peer-to-peer project: enabling networking and exchange
In 2022, the ZHAW standardised and professionalised its processes relating to academic accommodations. Since then, applications and enquiries for all Schools have been handled through the ZHAW academic accommodations advisory service (BSNTA) within the Diversity Unit. (The School of Health Sciences is an exception, as it has had its own specialist unit for some time.) In addition, the university’s existing guidelines have been incorporated into a binding set of regulations and enshrined in a legally compliant framework.
Jasmin Imboden’s responsibilities also include knowledge-sharing and awareness-raising activities in connection with this topic. More recently, a peer-to-peer project was also launched as a way of bringing affected students together. Luna Kühne also regularly attends the ADHD group’s meetings. “We talk about problems we face in our studies and in everyday life, and we share tips with each other,” says the chemistry student. “But most of all, it just feels incredibly good not to have to explain yourself all the time.”
