Individuals with ADHD are discriminated against due to inaccurate and stereotypic informationoften published on media platforms. The scarcity of accurate and accessible content results in a lack of knowledge held by individuals, which can exacerbate stereotyping and prejudice. Thus, there is a need for the development and dissemination of comprehensible information related to ADHD that provide a more accurate portrayal of relevant problems, symptoms, and management tools. In this dissertation, I sought to answer the following questions: (a) Does infographic-based psychoeducation increase mental health literacy associated with ADHD; and (b) Are infographics more effective than textually presented information at increasing ADHD knowledge and positive attitudes? One hundred forty-six students recruited through a university’s Research Participation Program (RPP; M age = 21.06) reviewed either a series of three infographic- or text-based educational materials about ADHD. Participants completed a pre- and post- questionnaire to measure ADHD knowledge, attitudes, and social distance. Results indicated that participants’ knowledge of ADHD significantly increased. Findings did not reveal a significant difference between the two psychoeducation methods on ADHD knowledge or stigma. Results did suggest a decrease in stigma for participants who themselves self-identified as having ADHD and an increase in knowledge for participants who knew someone with ADHD. These findings highlight the role of personal connection with respect to an individual’s openness to learn and correct misunderstandings toward ADHD. It may be that longer exposure to textual information and infographics would be needed to yield clearer effects. Future researchers and practitioners must continue to develop accessible, evidence-based interventions that integrate education and humanism to foster a greater understanding and acceptance of ADHD.