Due to the way the university system is structured, university life requires each student to be adaptable and ask for assistance from others. Students with attention deficit hyperactivity disorder (ADHD) symptoms may be more exposed to challenges in university than in school. This study conducted a questionnaire survey with 97 university students and examined the implications of the following three aspects: ADHD tendency, subjective adjustment, and help-seeking skills. The results of the multiple regression analysis using the total scores of the Adult ADHD Self-Report Scale-v1.1 and the subjective adjustment scale for university students as explanatory variables and the help-seeking skill scale as an objective variable showed that the subjective adjustment scale for university students significantly explained help-seeking skills. From the results of the cluster analysis of ADHD tendencies, five groups were extracted. The “high ADHD tendency group” showed significantly lower contents to convey to others scores in the help-seeking skill than the low “low ADHD tendency group.” These results suggest that current adjustment substantially influences the selection of a consultant requesting assistance. Further, students with high ADHD tendencies may have difficulty devising effective consultation content.
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