Skip to main content - Skip to contact information

Students with Attention Deficit Disorder

Students diagnosed with Attention Deficit Hyperactivity Disorder (ADD/ADHD) report severe difficulties remaining focused on the task at hand unless they are very interested or the need to stay focused is great (e.g. paper due the next day). They are often highly distractible so have difficulty staying focused in a room with many students (e.g. examinations, the library). Some students with ADHD may also be impulsive, acting before thinking. They may blurt out ideas or say things without thinking. They may also have difficulty with social relationships and report becoming angered or frustrated very easily. Some students with ADD/ADHD are more inattentive than impulsive or hyperactive. They may have difficulty concentrating and so they may report problems with reading, studying and listening during lectures or conversations. Many students with ADHD report severe difficulties with organization and time management. They may have difficulty being on time for classes, exams and getting assignments in on time.

Possible Interventions for students with ADD/ADHD:

  • increasing self-awareness
  • coaching for support with organization
  • time management
  • learning meta-cognitive strategies
  • using accommodations
  • taking medication

Teaching Students with ADD/ADHD:

Currently there is debate whether Attention Deficit Disorder (ADD) and Attention Deficit Disorder with Hyperactivity (ADHD) is one disorder or two. While both "arms" of the disability may present in the classroom in different ways, the ADD and the ADHD student share two common characteristics--inattention and impulsivity. Whereas the student with ADD may have problems sustaining attention for long periods of time and is prone to daydreaming, the ADHD student may be easily distracted and "hyper." Impulsivity affects both the ADD and ADHD students ' carefulness and attention to detail, causing them to rush through work and fail to proofread for errors. This impulsivity also affects the student's ability to manage time.

Common Academic Problems of Students with ADD/ADHD:

  • Slow and inefficient reading
  • Distractibility
  • Does not like to go through established channels
  • Frequent and careless errors (math and grammar)
  • Slow essay writing
  • Time management
  • Concentration
  • Weak handwriting
  • Anxiety
  • Procrastination and organization
  • Problems with follow through; and
  • May follow intuition rather than logic.

Instructional Strategies for Students with ADD/ADHD:

  • Clear structure in the form of syllabus, firm due dates and expectations
  • Reminders of impending dates of assignments or examinations
  • Brief review of previous lecture before starting new material
  • In lectures longer than one hour, vary pace, allow breaks
  • Give written reinforcement of oral instructions, assignments— individually if possible
  • Invite students to sit near front of class to minimize distractibility
  • Discuss with the student what helps them best–they are often experts at their own " variety" of ADD; and
  • Be approachable; encourage the student to discuss any assignments, upcoming tests, etc.

Exam Accommodations for Students with ADD/ADHD:

  • Extended time on tests and exams
  • Quiet, distraction-free room
  • Computer to assist them in organization; and
  • Large assignments broken down into parts.

Classroom Accommodations for Students with ADHD:

Some students with ADHD benefit from using an FM system to reduce environmental distractors. Some may need a volunteer note taker and/or copies of overheads and notes.

Reminding students of deadlines is helpful. For graduate students or in courses without definite deadlines, establishing timelines and requiring that students stick to them is important.