Two PhD candidates in Developmental & Educational Psychology (1.0 FTE)
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.
What you will do
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.
This project aims to advance academic equity for students with ADHD by generating rigorous empirical evidence and developing inclusive, sustainable support strategies within higher education. Two PhD candidates will be appointed, each leading a distinct but closely connected research line. Together, the projects combine real-world research, methodological innovation, and co-creation with students and educators. For more information on this project, see www.universiteitleiden.nl/en/research/research-projects/social-and-behavioural-sciences/psychology/time-for-academic-equity-optimizing-support-for-students-with-adhd-in-higher-education.
PhD position 1: ADHD, academic pressure, and assessment practices
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.
PhD position 2: ADHD, inclusive learning environments, and innovative support strategies
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 educational innovation by examining whether AI-supported audio-learning tools (an alternative format of learning materials) can support engagement and reduce cognitive load for students with ADHD.
Using mixed-methods and intervention designs, this project evaluates both the effectiveness and feasibility of these approaches for students and educators. A central aim is to identify strategies that are not only supportive for students with ADHD, but also sustainable and scalable within higher-education institutions.
Key responsibilities:
- Designing and conducting innovative research studies in authentic higher-education settings
- Collecting data using mixed methods (e.g., focus groups, questionnaires, EMA, physiological measures, experiments)
- Analyzing complex data using advanced statistical techniques
- Publishing results in international peer-reviewed journals and completing a PhD dissertation
- Developing teaching competencies through structured training, and participation in university teaching courses, with the opportunity to obtain a (partial) University Teaching Qualification (BKO)
- Presenting findings at national and international scientific conferences
- Contributing to knowledge valorization and science communication activities
- Actively participating in the research community of Developmental and Educational Psychology
Where you will work
What you bring
We are looking for two motivated and thoughtful PhD candidates who are eager to contribute to inclusive, high-quality research in higher education and who enjoy working in collaborative, interdisciplinary settings. You have:
- A completed master’s degree or are in the final phase of completing a master’s degree (by 2026), in Psychology or a closely related field, such as Developmental Psychology, Clinical Psychology, Child and Education Studies, Neuropsychology, Educational Sciences, or a related discipline.
- A strong interest in academic equity, ADHD and/or student wellbeing in higher education.
- The ability to connect with young people with diverse neurodiverse backgrounds, and to engage respectfully and sensitively with their experiences.
- Strong communication skills and the ability to interact effectively with educational professionals and administrative staff.
- A collaborative mindset: you enjoy teamwork and are enthusiastic about contributing to the setup and execution of a large research project involving many different actors (students, teachers, study advisors, administrators, and researchers).
- Openness to learning new research, analytical, or practical skills, and a willingness to share knowledge within the team.
- Interest in developing a balanced academic profile, including both research and teaching competencies, in preparation for an academic career in which university staff typically combine research, education, and supervision.
Experience with empirical research, data analysis, or applied educational settings is an asset, but curiosity, motivation, critical thinking, and the ability to work constructively with others are more important than ticking every box.
If you immediately recognise yourself in this profile, or if do you not quite meet all the requirements, but you believe that this is the right job for you, we look forward to your application!
What we offer
We also offer:
- PHD: An employment contract for (38 hours per week) as a PhD candidate, initially for a period of 1 year, with the possibility of extension for 3 years after a positive evaluation. This contract falls under the CLA of Dutch Universities;
- The PhD candidates will spend one day per week (0.2 FTE) on professional development in university teaching alongside four days of research. Teaching development is fully embedded in the PhD trajectory and includes supervised teaching experience, observation of senior staff, and participation in certified teaching courses, with the opportunity to obtain a University Teaching Qualification (BKO).
- PhD candidates will be embedded in the Graduate School and benefit from a dual mentorship structure: supervision by the project supervisors and independent guidance from a dedicated mentor. This integrated approach supports the development of critical thinking, teaching proficiency, and academic independence. The programme is designed to prepare PhD candidates for leadership roles in academia and related professional fields.
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A salary between €3059 - €3881 gross per month, based on a full-time appointment (38 hours) (PhD student);
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A holiday allowance (8%), an end-of-year bonus (8,3%), and an attractive pension scheme at ABP;
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Full reimbursement of public transport commuting costs for home-to-work travel;
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Flexible working hours: as a standard, you are entitled to a minimum of 29 leave days on the basis of a full-time working week of 38 hours; you can also save for extra leave, for example by working 40 hours a week, and in this way accrue an extra 96 leave hours, or exchange 96 leave hours for a 36-hour week.
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Lots of options when it comes to secondary employment conditions; we can, for example, discuss options for a sabbatical or paid parental leave. Within our terms of employment individual choices model, you can exchange leave days and/or salary for benefits such as an advantageous sports subscription and bicycle scheme;
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If your work allows it, hybrid working is possible within the Netherlands;
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A home-working allowance (day and internet allowance) and attention for good workplaces. The University will also provide you with a laptop and a mobile telephone.
What we value
Promoting an inclusive community is central to Leiden University’s values and vision. Leiden University aims to be an inclusive community in which all students and staff members feel valued and respected, and are able to develop to their full potential. Diversity in experiences and perspectives enriches our teaching and strengthens our research. High-quality education and research means inclusive education and research.
Want to apply or find out more?
Applicants are asked to submit the following documents:
- A letter of interest, addressing:
- your motivation for applying to this PhD project;
- which of the two PhD projects (Project 1, Project 2, or both) aligns best with your interests, and why;
- A curriculum vitae, including:
- relevant research, teaching, and practical experience;
- language proficiency for Dutch and English;
- contact details (email and phone number) of two referees, who can comment on your academic abilities and collaboration skills. Please briefly indicate in what capacity you worked with each referee. Referees will be contacted directly by the search committee if the candidate is shortlisted.
- A list of grades from your Bachelor’s and Master’s programmes.
- We believe mobility is very important. That is why we are also publishing this vacancy internally. In case of equal suitability, we will give priority to the internal candidate.
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A pre-employment screening (references, diplomas, certificate of good conduct (VOG)) may be part of the selection procedure.
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Acquisition in response to this vacancy is not appreciated. If you nevertheless choose to send us CVs, no rights can be derived from this. #LI-Hybrid