Two PhD in Developmental & Educational Psychology; FTE

Two PhD candidates in Developmental & Educational Psychology (1.0 FTE)

Leiden University was founded in 1575 and is one of Europe’s leading international research universities.

Applying is possible until: 26 maart 2026

Are you motivated to make higher education more equitable for neurodiverse students? Do you want to combine rigorous research with real-world impact, and work at the intersection of developmental psychology, education, and mental health? We invite applications for two fully funded PhD positions at Leiden University focusing on academic equity for students with ADHD in higher education.

These PhD positions are part of the research project “Time for Academic Equity:
Optimizing Support for Students with ADHD in Higher Education”, funded by the Dutch Research Council (NKO). The project will be supervised by Dr. Bianca Boyer, Dr. Anna van Duijvenvoorde, Dr. Kiki Zanolie, and Dr. Boya Li at the Institute of Psychology, Leiden University. Across both PhD positions, the project explicitly invests in the balanced development of research and teaching expertise.

PhD candidates will not only contribute to high-quality research but will also be supported in developing into reflective educators within the university context.

This is a unique opportunity to conduct ambitious, methodologically diverse research with clear implications for educational policy and practice, while developing as an independent scholar in a supportive and intellectually stimulating environment.

Students with Attention-Deficit/Hyperactivity Disorder (ADHD) form a substantial group within higher education. Many of these students are highly capable and motivated, yet they often experience increased academic pressure, particularly in relation to assessment, sustained attention demands, and long-term academic tasks. Rather than locating these challenges solely within the individual, this research programme approaches ADHD from an
interactional perspective
, examining how learning environments, assessment practices, and support structures shape academic experiences and outcomes.

The first PhD project focuses on how students with ADHD experience academic pressure in assessment contexts, and how time constraints interact with stress, wellbeing, and performance. Timed examinations place high demands on planning, sustained attention, and self-regulation.

This project will examine:

• how exam-related stress and worries develop in everyday academic settings,
• how these experiences relate to academic performance and wellbeing,
• and whether extended exam time supports students with ADHD.

A key strength of this project is its ecological validity
. Data will be collected during actual university courses and exams, using a combination of self-report, ecological momentary assessment (EMA), and physiological indicators of stress. Rather than assuming that accommodations like extended exam time are universally beneficial, this research critically evaluates when, how, and for whom extended exam time contributes to academic equity. The results will provide a strong empirical basis for assessment policies and contribute to more transparent and evidence-informed decision-making in higher education.

The second PhD project focuses on how higher education can better support students with ADHD beyond assessment-related accommodations. Although many students with ADHD are familiar with effective study strategies, sustaining motivation, structure, and focus—especially during complex, long-term tasks such as thesis projects—can be challenging without supportive learning environments.

This project explores three complementary lines of inquiry:

• Reducing stigma about ADHD and increasing understanding through co-created psychoeducation for higher-education teachers,
• Supporting self-regulated learning through peer-based learning groups designed to enhance motivation, structure, and social connection during large academic tasks,
• Exploring…