What adjustments might you get

Here are common exam adjustments relevant to ADHD:

• Extra time (in many cases 25% extra time is the typical allowance) so you don’t feel rushed and have time to regain focus if you lose it

• Rest breaks (so you can reset if you’ve lost concentration, got distracted, or your energy has dipped)

• A separate or quieter room to reduce distractions or sensory overload

• Use of a laptop instead of handwriting (if writing or organising thoughts by hand is more difficult for you).

• Use of software, such as text-to-speech which can help maintain focus when reading the exam paper or your answers, or dictation software to help get ideas down at speed

• A reader or a scribe (though this tends to be more common for other learning differences; still possible depending on your needs)

The process for different settings

In school (GCSEs / A-Levels)

1. Speak to your school’s SENDCo (Special Educational Needs and Disabilities Coordinator) as early as you can

2. Gather evidence: this may include a diagnosis of ADHD, educational psychologist report, teacher observations of your “normal way of working” (i.e. what support you already use day-to-day) and how your ADHD affects you in timed assessments

3. The school will apply through the relevant portal (for example, via the Joint Council for Qualifications (JCQ) for school exams) for access arrangements

4. Ensure the adjustments you get are in place for your mock exams too, so you’re used to them.

5. Check deadlines – applying early helps to make sure everything is ready for the real exam, and applications will have a cut-off date (usually March/April for summer exams)

In college (FE / Sixth Form)

The process is similar to school: your institution’s equivalent of a SENDCo will coordinate. You should provide evidence of your ADHD, show how it affects you in exam conditions, and apply for access arrangements through the exam board. The institution must ensure your “normal way of working” (the support you already use day-to-day) is in place.

At university

1. Once you’ve enrolled, contact your university’s disability or accessibility service as soon as possible – often universities have cut-off dates for when adjustments have to be arranged by

2. Provide evidence of ADHD and how it affects you in exam or assessment conditions – this will usually need to be a formal diagnosis, but evidence of access arrangements agreed at school may be sufficient

3. The university will work with you to set up exam adjustments (for example, additional time, rest breaks, or a smaller room).

4. Trial the arrangements if possible (e.g. mock exams or practice sessions) so you’re familiar with the setup

5. Remember: it’s important that you initiate the request – the university won't automatically provide adjustments without you asking and sharing your needs and evidence.

Things to keep in mind

• Having ADHD doesn’t automatically mean you will get adjustments. The key thing is whether your ADHD significantly and long-term affects how you do exams (your processing speed, focus, time management etc)

• The phrase “normal way of working” matters. If you already use a support (say extra time or a laptop) in class or tests, that helps your case for exams. If you’ve never been supported, the exam board may ask for more evidence

• Make sure you apply early; exams have set timetables and arrangements take time to organise.

• Even with adjustments, you’ll still need to prepare as best as you can – (practise under those conditions, time yourself, and get used to using the laptop or extra time if that’s part of your plan.)

• Keep your evidence safe (diagnosis report, school letters, previous arrangements) because you may need them again later (for university or professional exams)

• Keep those support conversations open with your institution – if you find something isn’t working (distractions, exam stress, processing speed issues) ask for a review of your arrangements

Final word

If you’re a 16-24-year-old learner and you have ADHD, know that you have the right to ask for fair exam conditions.

Exams are meant to test what you know, not how quickly you can do it under unfair conditions. You deserve to show your true ability – and the right environment can make all the difference.