Typical ADHD-related challenges in study environments

It’s first useful to think about the specific ADHD-related challenges that you may face when studying. This will help frame why adjustments are needed.

Some examples that students often experience are:

• Difficulty sustaining focus in class, lectures or seminars (especially if the room is busy, noisy or the session is long)

• Trouble organising tasks, keeping track of deadlines and multiple steps

• Problems with time management (starting, pacing, finishing)

• Getting distracted by surroundings, or losing track of notes and materials

• Struggling with standard teaching or assessment formats (e.g., exams with lots of writing under time pressure, or long lectures)

• Needing to move around or find quieter spaces, rather than sitting still for long periods.

Examples of adjustments you may benefit from

Now that you have an understanding about the difficulties or barriers that you face, think about what your educational setting could do to help.

There is no definitive list for this, and each institution has to decide what it feels is ‘reasonable’, but generally, you could consider some of the following:

In class / teaching & learning

• Seating near the teacher or instructor (to reduce distractions) or away from high-traffic areas

• Permission for short movement breaks, or having the option to stand up, fidget or stretch

• Use of timers or alarms to help keep track of time or transitions

• Access to class or lecture notes in advance (so you can preview and prepare) or receiving slides and handouts beforehand

• Option to use technology, such as recording or transcription software, or note-taking apps

Assignments & deadlines

• Breaking homework or assignments into smaller chunks

• Giving clear, written instructions and step-by-step breakdowns

• “Staged” deadlines (instead of one big deadline) for larger projects

• Extra time to complete work

• Check-in meetings to review progress

Wider support & adjustments

• Access to a quiet or low-distraction space for study or independent work

• Regular check-ins with a teacher or tutor to help with planning/organisation

• Peer mentor or study buddy support

• Awareness and understanding from staff about ADHD (so you’re not penalised for difficulties that stem from your ADHD rather than your ability)

How to get the adjustments in place – step by step

So, hopefully you’ve now got a good idea about the adjustments that would benefit you. Here’s how to go about getting them in place:

1. Early is better

It can really help to reach out to the learning support team early – or, if you’re in further or higher education (FE/HE), the disability service – so that adjustments are in place before challenges arise.

2. Gather evidence

Collect evidence of how your ADHD (or suspected ADHD) affects your studies: this could be previous arrangements, diagnostic reports, notes from teachers, or your own reflections or diary of what’s hard. If you’re undiagnosed but have evidence of ongoing challenges, that can still be used while waiting for formal confirmation.

3. Meet with Support

Ask for a meeting with the relevant support staff: in schools this might be the SENDCo/learning support, in colleges the learning support services, at university the Disability Service’s disability adviser. During the meeting: explain clearly what is difficult (instead of saying “I struggle with attention,” you could say: “When there’s background noise in lectures I lose track of what the lecturer says, and end up missing things and having to catch up later”). Providing concrete examples helps.

4. Identify Useful Adjustments

Work together to find which adjustments would help you. Then have them written down (in an email, support plan, or agreement) so you’ve got a record.

5. Review and adapt

If you find that an adjustment isn’t working, ask to discuss changing or adding new ones.

6. Delayed or Refused Adjustments

If adjustments are refused or delayed, you can ask for a clear reason, ask for alternatives, and – in higher education – use the formal complaints route under the Equality Act 2010.

Summary

Remember, with the right adjustments in place, many of the extra barriers you face can be reduced – meaning you can show what you can do, rather than being held back by the system.

That’s the goal, and that’s why you are entitled to ask for adjustments.