Perceived Risks and Benefits of Disclosing ADHD to AI-based Educational Technologies: Semi-structured Interviews

Abstract

This study explores how students with attention deficit and hyperactivity disorder (ADHD) perceive disclosing their condition in the context of AI-based educational technologies (AI EdTech). While disclosure may enable personalization and inclusivity, it also raises concerns about privacy, re-identification, and pressure to disclose. To understand these trade-offs, we conducted 20 semi-structured interviews with students with ADHD. Participants generally viewed AI tutors more favorably than early warning systems, which were seen as more prone to stigmatization. Willingness to disclose ADHD was greater among those who had already informed their university and was influenced by who could access the data. Participants emphasized the need for user control, including selective data sharing with lecturers. Our findings offer guidance for designing inclusive AI EdTech that supports students while safeguarding their privacy.