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7 Tips for College Students With ADHD

Shaheen Lakhan, MD, PhD, is an award-winning physician-scientist and clinical development specialist.

adhd and doing assignments

Verywell / Laura Porter

Qualities for Student Success

  • ADHD and College
  • Academic Tips
  • Social Tips

Every autumn, thousands of students move away from the structure and safety of home to the freedoms of college life. While it's an exciting time filled with many possibilities for learning and growth, it can also be challenging academically and socially—especially for college students with attention-deficit/hyperactivity disorder (ADHD).

Learn some of the challenges that college students with ADHD face, as well as strategies that can be used to overcome these obstacles. This includes learning how to study with ADHD and taking certain actions to foster friendships with other students.

Sarah D. Wright , ADHD coach and author of "Fidget to Focus: Outwit Your Boredom—Sensory Strategies for Living with ADD," explains that successful students usually have four qualities that help them achieve their goals:

  • Sticking with things even when the going gets tough (perseverance)
  • Ability to delay gratification and focus on the big picture
  • Time management and organizational skills
  • Striking the right balance between fun and work

These particular skills, however, don’t come easily to people with ADHD. One of the hallmarks of this mental health condition is impaired executive functioning . This means that students with ADHD may struggle with staying organized, sticking to a plan, and managing time effectively.

How ADHD Affects College Students

College students often face more responsibilities, less structured time, increased distractions, and new social situations—all while lacking access to many of the support systems they had in high school. Impaired executive functioning can make handling these changes a bit harder for students with ADHD, resulting in:

  • Poor academic performance and achievement : Students with ADHD frequently report feeling dissatisfied with their grades. They may struggle in their classes due to difficulties starting and completing tasks, disorganization, problems remembering assignments, difficulty memorizing facts, and trouble working on lengthy papers or complex math problems .
  • Troubles with time management : Students with ADHD often have irregular lifestyles that result from poor time management. This can create problems with being on time, preparing and planning for the future, and prioritizing tasks.
  • Difficulty regulating and managing emotions : Students with ADHD also often struggle with social issues, negative thoughts, and poor self-esteem. Some ADHD symptoms can make friendships and other relationships more challenging while worrying about these issues contributes to poor self-image.

The good news is that these areas of executive function can be improved. For most college students with ADHD, the problem isn’t in knowing what to do, it's getting it done. Developing strategies that focus on this goal can lead to positive academic and social effects.

Tips for Succeeding in College With ADHD

There are several strategies you can use to help stay on track if you are a college student with ADHD. Here are seven that Wright suggests.

1. Take Steps to Start the Day on Time

There are three main factors that contribute to being late in the morning: Getting up late, getting sidetracked, and being disorganized.

If Getting Up Late Is an Issue

Set two alarms to go off in sequence. Put the first alarm across the room so you have to get out of bed to turn it off. Put the second where you know it will bother your roommates, increasing the consequences if you don’t get out of bed and turn it off. Set both alarms to go off early so you can take your time getting ready.

If Getting Sidetracked Is an Issue

If certain actions tend to derail you, like checking your email or reading the news, make it a rule that those activities must wait until later in the day so you can stay on task . Also, figure out how much time you need to dress, eat, and get organized, then set alarms or other reminders to cue these tasks.

Three options are:

  • Use a music mix as a timer . If you have 30 minutes to get ready, the schedule might look like this: wash and dress to songs 1 to 3, eat breakfast to songs 4 to 6, get your stuff together during song 7, and walk out the door by song 8. This option works best if you use the same mix every morning.
  • Use your phone or buy a programmable reminder watch so your alarms are always nearby.
  • Put a big wall clock in your room where you can easily see it . If your room is part of a suite with a common room and bathroom, put wall clocks in those spaces as well.

If Being Disorganized Is the Issue

Create a "launch pad" by your door. Collect all of the things you’ll need the next day the night before (like your backpack and keys), and put them on the pad so you can grab them and go. Include a note to help you remember important events for the day, such as an appointment or quiz.

2. Work With Your Urge to Procrastinate

Though it may sound counterproductive, if you feel the urge to procrastinate , go with it. When you have ADHD, sometimes things only get done right before they're due. At that point, nothing has higher priority, increasing the urgency and consequences if you don’t do them now. These qualities are what can finally make a task doable, so work with them.

If you plan to procrastinate, it's important to stack the deck so you can pull it off. For example, if you have to write a paper, make sure you’ve done the reading or research in advance and have some idea of what you want to write. Next, figure out how many hours you’ll need, block those hours out in your schedule, and then, with the deadline in sight, sit down and do it.

Understanding your tendency to procrastinate with ADHD can help you plan ahead so you won't be left scrambling to finish projects at the last minute.

3. Study Smarter, Not Harder

Boredom and working memory issues can make studying a bit more challenging for students with ADHD. Rather than trying harder to force the information into your head, get creative with the learning process.

If you're wondering how to study with ADHD, research shows that multi-modal learning or learning via a variety of different methods can be helpful. Ideas include:

  • Highlight text with different-colored pens.
  • Make doodles when taking notes.
  • Record notes as voice memos and listen to them as you walk across campus.
  • Use mnemonics to create funny ways to remember facts.
  • Stand up while you study.
  • Read assignments aloud using an expressive (not boring) voice.
  • If you can, get the audio version of a book you need to read and listen to it while you take notes and/or exercise.
  • Work with a study buddy.

These won't all work for every person, but try mixing up your strategies and see what happens. Taking study breaks every couple of hours and getting enough sleep are also part of studying smarter, not harder.

Sleep impacts learning in two main ways. First, sleep deprivation has a negative impact on  short-term memory , which is what you use to learn the materials when you study. Second, sleep is needed to move short-term memories into long-term memory, which is what you rely on when it's time to take the test.

Sleep is important for both short- and long-term memory, making it critical for both learning new material and recalling what you've learned.

4. Schedule Your Study Time

Many students with ADHD are highly intelligent. They can pull off a passing grade, or even a good one, in high school by cramming their studies in the night before a test.

This strategy doesn't work as well in college since cramming reduces your ability to retain what you've learned long-term . This can make it harder to remember what you need to know once you enter your field of choice.

One good rule of thumb for college students is to study two to two-and-a-half hours per week for every course credit hour. Put this time into your schedule to make sure you have it.

5. Plan and Prioritize Your Time

It may sound strange, but it's important to plan time to plan. If you don’t develop this habit, you may find yourself always being reactive with your day rather than proactive—the latter of which can help you take more control over your schedule .

Set aside time on Monday mornings to develop a high-level plan for the week, using Friday mornings to plan for the weekend. In addition, do a daily review of your plan over breakfast—possibly adding pertinent details—to make sure you know what’s coming your way that day.

When making your plans, differentiate between what you need to do and everything that can or should be done. Prioritize what needs to be done first, taking care of these items before moving on to lower-priority tasks on your list.

6. Implement Strategies to Stick to Your Plan

With ADHD, sticking to a plan is often difficult. If you like rewards, use them to assist with this. For instance, you might tell yourself, "I’ll read for two hours, then go to the coffee house." Having something to look forward to can make it easier to muster through your studies.

If you’re competitive, use this personality trait instead. Pick another student in your class whom you want to do better than and go for it. If you know that you respond to social pressure, make plans to study with classmates so you won’t let them down. Or hire a tutor so you have structured study time.

Research suggests that focusing on skills related to time management , target planning, goal setting, organization, and problem-solving can all be helpful for students with ADHD.

Hiring a coach can also be beneficial. There is growing evidence, both research-based and anecdotal, that supports ADHD coaching as a vital strategy in helping students learn to plan, prioritize, and persist in following their plans.

This type of coaching is sometimes described as a form of life coaching influenced by cognitive behavioral-type therapy , which helps people develop behaviors, skills, and strategies to better deal with ADHD symptoms. It can lead to greater self-determination and direction, reduced feelings of overwhelm and anxiety, and increased self-confidence and self-sufficiency.

7. Manage Your Medication

One study found that only around 53% of college students with ADHD adhere to their medication plan. Poor medication adherence can have serious consequences, contributing to poor academic performance and decreased graduation rates. 

Steps you can take to stay on top of your ADHD medications include:

  • Find a local healthcare provider : Regularly monitoring your medications helps ensure that you are at the best dosage for you. If you're going to school a long way from home, find a local healthcare provider to meet with regularly. You can also schedule regular visits with your university's health services.
  • Find a local pharmacy : Determine where you'll order and pick up your medication. Set reminders on your phone so you know when to refill your prescription. You may also be able to sign up for text reminders.
  • Store medications safely : Abuse of ADHD medications is on the rise on college campuses, even though this can result in high blood pressure, increased feelings of anger and distrust, trouble sleeping, and even strokes. Keep your ADHD medications in a safe location and never share them with others. 
  • Set reminders to take your medication : If you are struggling to take your medication as prescribed, consider using a reminder app or setting reminders on your phone.

Research points to medication as the most effective and available ADHD treatment option. However, it's important to talk to your care provider to decide the best treatment approach for your individual situation and needs.

Social Strategies for Students With ADHD

Interpersonal challenges are also common for college students with ADHD. While being out on your own for the first time can be exciting, this mental health condition can lead to difficulties in building and maintaining friendships .

CHADD—which stands for Children and Adults with Attention-Deficit/Hyperactivity Disorder, an organization funded by the U.S. Centers for Disease Control and Prevention—offers these tips:

  • Remember that you aren't the only one who feels the way you do . Other students may be feeling just as excited (and overwhelmed) as you. During orientation, help them feel more comfortable by being friendly and listening when they share their concerns.
  • Look for opportunities to meet and interact with others . You might make new friends in class, in your dorm, at the school cafeteria, or at other places on campus. View each of these locations as an opportunity to expand your social network .
  • Find activities or clubs to join. Colleges and universities are great places to explore hobbies and meet people who share your interests. Check out bulletin boards on campus or look at your school's website to learn more about the options that are available. 
  • Stay in contact with your current friends . Don't let your high school friendships fade into the background just because you're at college. While you're busy with new things and might not see each other every day, stay in touch by phone, text, social media, or email. Your current friends can be great sources of social support .

A Word From Verywell

Being proactive and getting strategies in place early on can increase your success as a college student with ADHD, both academically and socially. This can help make your transition to college life a happy, successful, and productive time.

Get Help Now

We've tried, tested, and written unbiased reviews of the best online therapy programs including Talkspace, BetterHelp, and ReGain. Find out which option is the best for you.

American Academy of Child & Adolescent Psychiatry. College students with ADHD .

Pineda-Alhucema W, Aristizabal E, Escudero-Cabarcas J, Acosta-López JE, Vélez JI. Executive function and theory of mind in children with ADHD: a systematic review . Neuropsychol Rev . 2018;28:341-358. doi:10.1007/s11065-018-9381-9

Kwon SJ, Kim Y, Kwak Y. Difficulties faced by university students with self-reported symptoms of attention-deficit hyperactivity disorder: A qualitative study . Child Adolesc Psychiatry Ment Health . 2018;12(12). doi:10.1186/s13034-018-0218-3

Ward N, Paul E, Watson P, et al. Enhanced learning through multimodal training: Evidence from a comprehensive cognitive, physical fitness, and neuroscience intervention .  Sci Rep . 2017;7(1):5808. doi:10.1038/s41598-017-06237-5

Rommelse N, van der Kruijs M, Damhuis J, et al. An evidence-based perspective on the validity of attention-deficit/hyperactivity disorder in the context of high intelligence . Neurosci Biobehav Rev . 2016;71:21-47. doi:10.1016/j.neubiorev.2016.08.032

Walck-Shannon EM, Rowell SF, Frey RF. To what extent do study habits relate to performance? CBE Life Sci Educ . 2021;20(1):ar6. doi:10.1187/cbe.20-05-0091

Wennberg B, Janeslätt G, Kjellberg A, Gustafsson P. Effectiveness of time-related interventions in children with ADHD aged 9-15 years: a randomized controlled study . Eur Child Adolesc Psychiatry . 2018;27:329-342. doi:10.1007/s00787-017-1052-5

Prevatt F. Coaching for college students with ADHD .  Curr Psychiatry Rep . 2016;18(12):110. doi:10.1007/s11920-016-0751-9

ADHD medication adherence in college students-a call to action for clinicians and researchers: Commentary on 'transition to college and adherence to prescribed attention deficit hyperactivity disorder medication': erratum . J Dev Behav Pediatr . 2018;39(3):269. doi:10.1097/DBP.0000000000000568

Hall CL, Valentine AZ, Groom MJ, et al. The clinical utility of the continuous performance test and objective measures of activity for diagnosing and monitoring ADHD in children: a systematic review . Eur Child Adolesc Psychiatry . 2016;25:677-699. doi:10.1007/s00787-015-0798-x

Stanford Medicine. Abuse of prescription ADHD medicines rising on college campuses .

Caye A, Swanson JM, Coghill D, Rohde LA. Treatment strategies for ADHD: an evidence-based guide to select optimal treatment . Mol Psychiatry . 2019;24:390-408. doi:10.1038/s41380-018-0116-3

McKee TE. Peer relationships in undergraduates with ADHD symptomatology: selection and quality of friendships . J Atten Disord . 2017;21(12):1020-1029. doi:10.1177/1087054714554934

CHADD. Succeeding in college with ADD .

Rotz R, Wright SD. Fidget to focus: Outwit your boredom: Sensory strategies for living with ADD .

By Keath Low  Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD.

Schoolwork at Home with ADHD

At a glance.

Without classroom structure, kids with ADHD often find it hard to get on track and stay on track • Whether managing virtual schooling or homework, these simple strategies can help your child be more productive while doing assignments at home

adhd and doing assignments

Create a Designated Workspace

A neurotypical brain is capable of filtering out multiple inputs, but the ADHD brain struggles to tune out noise and distractions in the workplace, making it exceptionally hard to focus.

To give the ADHD brain a hand, create a specific workplace for your child that is as distraction-free as possible. Ideally, this is a space that is only used for working, so the brain learns to associate it with quiet concentration. To the degree possible, this space should be separate from main living areas where other family members might be moving around or making noise. If your child is particularly sensitive to noise, he may also benefit from noise-cancelling headphones and listening to white noise.

Chunk Assignments

One feature of ADHD is difficulty with planning, organizing, and initiating tasks . To make homework less overwhelming and help your child develop planning skills, help to break down assignments into clearly defined  chunks,  or steps. For example, instead of “Write book report,” help develop a specific list of what has to be accomplished, such as, “1. Read book. 2. Come up with a thesis statement. 3. Write outline…” etc.

Have your child focus on completing one chunk at a time, and monitor his progress as he works. It helps to give feedback (with as much  positive   feedback as possible!) on their working style as they go.

Use the Pomodoro Technique

Teenagers and young adults often benefit from a time management method called the  Pomodoro Technique , which structures work time around frequent short breaks. The Pomodoro Technique works as follows:

  • Select the task to work on
  • Set a timer for 25 minutes
  • After the 25 minutes, take a 5-minute break
  • After four “pomodoros” (or 25-minute chunks), take a longer break of 15-30 minutes.

There are several apps that help keep track of pomodoros, such as “PomoDone,” “Focus Keeper,” or “Marinara Timer.”

For younger children, or teenagers with severe ADHD, this technique should be adjusted down to shorter intervals. Many young kids with ADHD can’t focus for more than 5-10 minutes. Find the amount of time that works—long enough for them to make progress but not so long that they get overly antsy, frustrated, or tired—and use frequent breaks to help them stay regulated.

Encourage Movement

Many children and teens with ADHD move around like Energizer Bunnies. While this may seem distracting, it’s actually the body’s way of compensating for  understimulation  in the brain. So to help your child focus, find ways to integrate movement into their work. This could mean having them stand up while doing work, or even doing work while walking or wiggling around, if the assignment allows. For work that has to be completed in one set place, allowing them to use a fidget toy can make a big difference in their ability to focus.

Outside of actual work time, it helps to take frequent “brain breaks” where movement is encouraged. Have you ever noticed that you tend to be more clear-headed after exercising or going for a walk? This is even more the case for those with ADHD. Whether it’s taking a 5-minute dance break, doing some jumping jacks or burpees, or taking a walk around the block, getting the body moving will help to stimulate their brains and give them an extra jolt of “focus” for the next round of working.

Most importantly, do your best to be patient with the process. Because ADHD has many different presentations, some strategies will work better for your child than others. Do a little trial and error, and check in often about what helps the most. Whenever you find something that works, take the opportunity to celebrate! Your child is working hard to overcome his struggles, and so are you. Keep up the great work!

This article is adapted with permission from the Sasco River Center in CT . Caroline Segal, a psychotherapist at the Sasco River Center, specializes in the treatment of child and adolescent anxiety, depression, trauma, and behavioral issues.

Related Smart Kids Topics

  • ADHD: An Overview
  • Exercise: Good Medicine for ADHD
  • Improving Executive Skills

With ADHD Homework Can Be Tough: Here Are 3 Strategies For Success

If your child has ADHD, it goes without saying that you’re committed to helping them become successful and resilient, and overcome their academic challenges.

But on average, students with ADHD say that 80% of their interactions at school are negative ones.

Whether that’s because of how they feel about themselves, their surroundings, their peers, or just school in general… it means they spend the majority of their day feeling negative.

And there’s one issue in particular where this negativity tends to manifest itself most: homework .

With ADHD, homework can become a real struggle. But what we also know, is that it’s not a problem that can’t be overcome if we take the right steps.

In our opinion, there are three keys to success for students with ADHD:

  • Know how ADHD manifests itself in your child
  • Be the “Charismatic Adult”
  • Set them up now with healthy homework and study habits

And in this post, we’ll cover different ways ADHD manifests itself and approaches to homework and studying that will help get them moving in the right direction and turn a negative school experience into a positive one.

1. Know how ADHD manifests itself in your child

It is essential to know how ADHD affects your child before you can choose the best approach to help them succeed academically.

More often than not you hear ADHD and you think of disruption. However, that is not always the case, especially when it comes to girls. Girls with ADHD may actually tend to be more shy and withdrawn. This is because when their minds wander away from the task at hand, they’re more inclined not to want you to know they’re not paying attention. As an avoidance strategy, it’s more straightforward to stay quiet.

Alternatively, with boys (generally speaking of course) the research shows they tend to manifest their ADHD symptoms more externally , whether through running around, interrupting vocally, or actively misbehaving. But it would also be a mistake to characterize all boys with ADHD in this way because there are many who don’t exhibit this behavior.

The bottom line is this:

Every case is different. You know your child. So it’s essential to try to best understand your child’s strengths and weaknesses when it comes to schoolwork to determine which strategies are appropriate , and which don’t seem relevant.

2. Be the “Charismatic Adult”

Studies show the number one differentiator between students with behavioral, attention, or learning disorders who succeed and those who do not is the presence of a “charismatic adult’ in their life. As psychologist and researcher Julius Segal notes:

“From studies conducted around the world, researchers have distilled a number of factors that enable such children of misfortune to beat the heavy odds against them. One factor turns out to be the presence in their lives of a charismatic adult– a person with whom they identify and from whom they gather strength.”

Reflect on your own experiences…

How did you get to where you are today both personally and professionally? Did you have a charismatic adult in your life who encouraged and believed in you?

Being this figure in a child’s life does not mean being Mother Theresa, but it does require taking an interest in the child and their strengths rather than focusing on his or her shortcomings . And when mistakes and failures do happen, it means helping them work through them constructively so that they walk away from the situation knowing more than they did before and feeling positive about the experience.

3. Set them up now with healthy homework and study habits

You’ve heard them all before…

“It’s so booorrrrring…”

“I don’t have any homework.”

“I’ll start after I finish my video game.”

For most kids with ADHD homework and studying is filled with dread and excuses, but it doesn’t have to be. Let’s break it down by topic so we can really hone in on how to help develop these essential habits that will carry them to success now, and later in their academic careers.

ADHD and Procrastination

Your child constantly procrastinates, even after dozens of reminders. How can you get him more excited about homework and completing it earlier?

Step 1: Have a predictable schedule

Allow a thirty-minute break after school before getting started on homework. When kids know what to expect they are less likely to procrastinate.

Step 2: Consider the “Tolerable 10”

Set a timer for just 10 minutes and encourage them to work as hard as they can until the time runs out. This helps give them a push to get started, and after the 10 minutes is up, they can either take a short break or continue for another round.

ADHD and Time Management

Time management is the enemy of kids with ADHD. Your child is smart, but when it comes to completing assignments, they can take hours longer than the instructor intended. How do you help them minimize distractions and encourage productivity?

Step 1: Make a game plan

Break homework or projects into smaller more manageable tasks. Check-in, in and make a big deal when he’s accomplished one or a set of tasks. For many kids, time is too abstract of a concept. Consider using candy or baseball cards and letting him know he’ll be rewarded when the task is complete.

Step 2: Help prioritize

Ask what they will do first to help them get started. Make sure they understand the directions and can do the work. Then, let him go at it alone but stay close by so you can help if needed.

Step 3: Use a timer Once you have broken up the assignment into more manageable pieces and helped prioritize their work, set a timer and encourage them to work in short spurts (see the “Tolerable 10” above). Then slowly make the time longer, but never more than 30 minutes.

ADHD and Missing Assignments and Instruction

Either they miss the teacher’s instructions, forget homework and books, or sometimes just ignore assignments entirely. How do you ensure homework and assignments are getting done without seeming overbearing ?

Step 1: Trust but verify

Set expectations, rewards, and consequences for completing homework and assignments. Then verify with an online grading portal if one is available. Communicate with teachers if necessary, but always do this with your child so that they’re involved in the process.

Step 2: Tie privileges to effort

Link things like screen time and hanging out with friends to the amount of time spent studying and doing homework, rather than outcomes like grades. Kids can see the direct correlation between working and learning, and a benefit… rather than feeling overwhelmed by the idea of getting better grades, when they may not know exactly how.

Step 3: Talk to teachers about emailing assignments and homework

Kids with ADHD and executive dysfunction may benefit from having the option to submit homework online or through email. They can focus on one thing at a time, and submit it right then and there, rather than having to manage to organize it, and bringing it to school and turn it in.

ADHD and Distractions

Pulling your child back into study mode from a break or video games seems near impossible. So how do you pull them away from those distractions and focus on homework?

Step 1: Put a limit on breaks

Kids may need a break after a long school day. For elementary-aged kids, a 30-minute break after school should do the trick. Older kids may need more time to “chill” after school is out, but ideally, assignments and studying should start before dinner time. Use this to have them indulge in their break time, while still setting boundaries.

Step 2: Control screen time

Limit breaks to outdoor activities or things that don’t involve a screen. Video games and social media are specifically designed addictive and hard to detach from. So allow a mental break, but don’t let them make things harder on themselves than they need to be by getting wrapped up in something that’s hard to pull away from.

ADHD and Homework: What’s next?

Now, after all of this you may be asking yourself:

“If I do all of this will my child eventually be ready for college and academic independence?”

The best way to ensure your child will be ready for the independence they crave is to back off slowly, but stay supportive.

Set up weekly meetings, maybe every Sunday before the school week starts, and discuss upcoming assignments and offer support. You’ve guided them through this far, and it is time to let them take the wheel… just make sure they don’t head off in the wrong direction.

If you would like to discuss how one-to-one tutoring or executive function coaching could help your child, we invite you to schedule a time to speak with one of our education specialists by clicking below.

CHADD

10 Homework & Study Tips for Students with ADHD/ADD

Ggirl studying and reading books at school

Every child will likely have trouble with homework at some point. But for children with ADD and ADHD, the problem can go beyond a few assignments. Among other things, children with ADD and ADHD face challenges with focusing, patience, and organizing. These challenges can make it hard for students to perform to the best of their potential in, and out of, the classroom.

Helping Your Child Tackle ADD/ADHD and Homework

Children with ADD and ADHD can be hasty, rushing through their homework and making mistakes. They may lose homework, struggle to organize thoughts and tasks, and fail to plan ahead.

The challenges your child faces can be overcome with practiced habits and proper study skills for ADD/ADHD students. With these 10 ADD/ADHD homework tips, your child can learn how to focus on homework with ADD/ADHD and achieve success in the classroom.

Learn how you can help improve your child’s academic skills with these homework and study tips for kids with ADHD/ADD.

student boy reading book or textbook at home

Study Strategies for ADHD & ADD

1. create a homework-only space.

Children with ADD and ADHD can be easily distracted by their surroundings. Find a comfortable place where your child can work with few distractions. Use this as a quiet study space away from noise and movement where your child can clear his or her mind and focus.

Homework Tip:

Don’t do homework in the bedroom. The bedroom is a place for sleep, rest, and relaxation — not work and stress.

2. Create a consistent schedule

It is important for kids with ADD/ADHD to have a consistent routine. This will help your child start his or her homework and focus. Set a time each day for your child to sit down and complete his or her work.

3. Study in spurts

ADD and ADHD can make it hard to focus, so breaks are a must. Studying in short spurts can help. Give your child regular breaks from homework for a snack or a walk, and let the mind refresh and reset! This will give your child a chance to burn off extra energy and improve concentration when he or she returns.

4. Get the teacher involved

It’s hard to always know what is happening with your child at school. Talking to his or her teacher can help make sure you’re informed. Ask the teacher about sending regular reports on your child and updates on homework assignments. If possible, meet with them every few weeks and for progress reports. Knowing what is going on in the classroom can help you and your child’s teacher make changes to make sure your child is learning effectively.

5. Get Organized

Organize school supplies and make checklists and schedules for homework and assignments. Help your child get his or her bag ready for school the next morning and make sure all homework is complete. You can make organization fun for your child with coloured folders, special pencils, stickers and cool labels that if you want to make yourself, you should read firs this cricut machine reviews to make something better.

6. Show Support

Encourage your child to always try his or her best. Although your child should be completing his or her work independently, it is okay to help when asked. Help your child look at challenges in a positive light to keep him or her motivated. This will show that you are willing to always help him or her do better.

7. Understand how your child learns

Whether it is auditory, kinesthetic or visual, knowing how your child learns is important. Change studying habits to fit his or her learning style with graphs, visuals, music, walking, or talking out loud. Every child learns differently. Studying in a way that works for him or her can help improve understanding and retention.

Read our Complete Study Guide For Every Type Of Learner for more study tips!

8. Know when it’s time to quit

Children with ADD/ADHD can become easily frustrated and overwhelmed. Encourage your child to keep going as long as he or she can, but don’t push your child too much. If he or she has hit his or her limit, stop for the night. If homework hasn’t been completed for the following school day, send the teacher a note to explain.

9. Offer praise and positive feedback

Congratulate your child after he or she finishes his or her homework. You can also do something special, like a small treat or trip to the park. Even if your child was not able to finish his or her work, praise his or her efforts and strive for a new goal the next day.

10. Move around

Sitting for long periods of time can be challenging for students with ADD/ADHD. Letting your child get up to move around can help him or her maintain focus. Try making studying into a physical activity, where your child counts out steps when practicing math problems like addition and subtraction. Having something he or she can fidget with while doing work can also help. Stress balls are a great item your child can take with him or her wherever he or she goes.

Children Can Succeed With The Right ADD/ADHD Study Skills

Children with ADD and ADHD feel at times they cannot control their own actions. They can become easily distracted, which can lead to poor grades, frustration, and disappointment. These ADD/ADHD study tips will help your child conquer these academic challenges, with improved concentration, time management and organizational skills. Most importantly, they will also help boost self esteem and confidence.

Remember, these changes won’t happen overnight. It will take time for your child to adjust to new routines and habits. Once you, and your child, understand how to study and do homework with ADD/ADHD, your child will be on the way to more effective learning.

Does your child struggle with a learning difficulty? Find out more about Oxford Learning’s Learning Disability Tutoring programs.

Related Resources

ADD Strategies For School Success It’s Not ADD; It’s Childhood

What is Math Anxiety?

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How Tutoring Can Help Students with ADHD

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How Tutoring Benefits Students with Autism Spectrum Disorder (ASD)

How Tutoring Benefits Students with Autism Spectrum Disorder (ASD)

Understanding Executive Function: The Importance of Working Memory

Understanding Executive Function: The Importance of Working Memory

7 Ways to Help Slow-Working Students

Attention & Focus, Homework

7 ways to help slow-working students, find an oxford learning ® location near you, we have over 100 centres across canada.

ADHD in the Classroom: Helping Children Succeed in School

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Learn more »

Children with attention-deficit/hyperactivity disorder (ADHD) experience more obstacles in their path to success than the average student. The symptoms of ADHD, such as inability to pay attention, difficulty sitting still, and difficulty controlling impulses, can make it hard for children with this diagnosis to do well in school.

To meet the needs of children with ADHD, schools may offer

  • ADHD treatments, such as behavioral classroom management or organizational training;
  • Special education services; or
  • Accommodations to lessen the effect of ADHD on their learning.

Classroom Treatment Strategies for ADHD Students

There are some school-based management strategies shown to be effective for ADHD students: behavioral classroom management and organizational training. 1

Parents report that only about 1 in 3 children with ADHD receive behavioral classroom management. 2

The behavioral classroom management approach encourages a student’s positive behaviors in the classroom, through a reward systems or a daily report card, and discourages their negative behaviors. This teacher-led approach has been shown to influence student behavior in a constructive manner, increasing academic engagement. Although tested mostly in elementary schools, behavioral classroom management has been shown to work students of all ages. 1

Organizational training teaches children time management, planning skills, and ways to keep school materials organized in order to optimize student learning and reduce distractions. This management strategy has been tested with children and adolescents. 1

These two management strategies require trained staff—including teachers, counselors, or school psychologists—follow a specific plan to teach and support positive behavior.

The American Academy of Pediatrics (AAP) recommends that the school environment, program, or placement is a part of any ADHD treatment plan. AAP also recommends teacher-administered behavior therapy as a treatment for school-aged children with ADHD. You can talk to your child’s healthcare provider and teachers about working together to support your child.

Special Education Services and Accommodations

Most children with ADHD receive some school services, such as special education services and accommodations. There are two laws that govern special services and accommodations for children with disabilities:

  • The Individuals with Disabilities Education Act (IDEA)
  • Section 504 of the Rehabilitation Act of 1973

The support a child with ADHD receives at school will depend on if they meet the eligibility requirements for one of two federal plans funded by IDEA and Section 504: an individualized education program (IEP) or a 504 Plan.

What are the main differences between the two Plans?

IEPs provide individualized special education services to meet the unique needs of the child.

A 504 Plan provides services and changes to the learning environment to meet the needs of the child as adequately as other students. 3

Learn more about IEP and 504 Plans [PDF – 2.75 MB]

Accommodations

IEP and 504 Plans can offer accommodations for students to help them manage their ADHD, including:

  • Extra time on tests;
  • Instruction and assignments tailored to the child;
  • Positive reinforcement and feedback;
  • Using technology to assist with tasks;
  • Allowing breaks or time to move around;
  • Changes to the environment to limit distraction; and
  • Extra help with staying organized.

Parents of children with ADHD report receiving more services through an IEP than through a 504 plan. 2

There is limited information about which types of accommodations are effective for children with ADHD. 3 However, there is evidence that setting clear expectations, providing immediate positive feedback, and communicating daily with parents through a daily report card can help. 4

What Teachers Can Do To Help

For teachers, helping children manage their ADHD symptoms can present a challenge. Most children with ADHD are not enrolled in special education classes, but do need extra assistance on a daily basis. The National Resource Center on ADHD provides information for teachers from experts on how to help students with ADHD.

Here are some tips for classroom success.

Communication

  • Give frequent feedback and attention to positive behavior;
  • Be sensitive to the influence of ADHD on emotions, such as self-esteem issues or difficulty regulating feelings;
  • Provide extra warnings before transitions and changes in routines; and
  • Understand that children with ADHD may become deeply absorbed in activities that interest them (hyper-focus) and may need extra assistance shifting their attention.

Assignments and Tasks

  • Make assignments clear—check with the student to see if they understand what they need to do;
  • Provide choices to show mastery (for example, let the student choose among written essay, oral report, online quiz, or hands-on project;
  • Make sure assignments are not long and repetitive. Shorter assignments that provide a little challenge without being too hard may work well;
  • Allow breaks—for children with ADHD, paying attention takes extra effort and can be very tiring;
  • Allow time to move and exercise;
  • Minimize distractions in the classroom; and
  • Use organizational tools, such as a homework folder, to limit the number of things the child has to track.

Develop a Plan That Fits the Child

  • Observe and talk with the student about what helps or distracts them (for example, fidget tools, limiting eye contact when listening, background music, or moving while learning can be beneficial or distracting depending on the child);
  • Communicate with parents on a regular basis; and
  • Involve the school counselor or psychologist.

Close collaboration between the school, parents, and healthcare providers will help ensure the child gets the right support.

Parent Education and Support

Parents excited about their child's grades

CDC funds the National Resource Center on ADHD (NRC), a program of Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD). The NRC provides resources, information, and advice for parents on how to help their child. Learn more about their services.

How to best advocate for your child

  • Understand your child’s diagnosis, how it impacts their education, and what can be done at home to help.
  • Understand your child’s IEP. If you have questions, don’t be afraid to ask.
  • Speak with your child’s teacher.
  • When possible, obtain written documentation from teachers, administrators, or other professionals working with your child.
  • Know your rights.
  • Play an active role in preparing your child’s IEP or 504 Plan.
  • Keep careful records, including written documentation, communication between home and school, progress reports, and evaluations.
  • Try to maintain a good working relationship with the school while being a strong advocate for your child.
  • Communicate any concerns you may have about your child’s progress or IEP or 504 Plan.
  • Encourage your child every day, and work with your child to create a system to help with homework and other school projects. 5

What every parent should know

  • School support and services are regulated by laws. The U.S. Department of Education has developed a “Know your rights” letter for parents [PDF – 181 KB] and a resource guide for educators [PDF – 956 KB]  to help educators, families, students, and other interested groups better understand how these laws apply to students with ADHD so that they can get the services and education they need to be successful.
  • Healthcare providers play an important part in collaborating with schools to help children get the special services they need. Read more about the role of healthcare providers in assisting children with special needs .

More Information

  • Supporting Social and Emotional Learning in School
  • Learn more about education services and accommodations.
  • Learn more about how to help a child with attention and learning issues.
  • ADHD Toolkits for Parents and Educators
  • Effective child therapy: ADHD
  • The National Resource Center on ADHD.
  • Evans S, Owens J, Bunford N. Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology 2014 ; 43(4):527-551 [ Read overview ]
  • DuPaul GJ, Chronis-Tuscano A, Danielson ML, Visser SN . Predictors of receipt of school services in a national sample of youth with ADHD. Journal of Attention Disorders Published online December 10, 2018. [ Read summary ]
  • Harrison JR, Bunford N, Evans SW, Owens JS. Educational accommodations for students with behavioral challenges: A systematic review of the literature. Review of Educational Research 2013;83(4):551-97.
  • Moore DA, Russell AE, Matthews J, Ford TJ, Rogers M, Ukoumunne OC, et al. School-based interventions for attention-deficit/hyperactivity disorder: A systematic review with multiple synthesis methods. Review of Education. Published online October 18, 2018.
  • https://chadd.org/for-parents/individuals-with-disabilities-education-act/

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All About ADHD Paralysis

adhd and doing assignments

When you’re overwhelmed by a million tasks and end up doing nothing — that’s what ADHD paralysis feels like.

Person lying still on icy lake, symbolic of adhd paralysis

Attention deficit hyperactivity disorder (ADHD) is often associated with hyperactivity, hallmarked by fast speech (usually packed with a lot of info and ideas), and needing to move about physically to release energy.

When you’re surrounded by a whirlwind of activity, people tend to assume you get a lot done, but that isn’t always the case with ADHD.

ADHD can also mean challenges related to focusing. When you have energy but find it difficult to channel it, sometimes you can end up feeling stuck.

This feeling of motivation immobilization is known as ADHD paralysis. But take heart — it can be managed.

What is ADHD paralysis?

ADHD paralysis isn’t a diagnosis.

It’s a phrase used to describe a common experience for people living with ADHD — the experience of overwhelm freeze.

“Procrastination about completing tedious tasks is common for so many people, but for those with ADHD, the challenge can be even harder,” explains Ari Fox , a licensed clinical social worker specializing in children’s mental health, in New York.

According to Fox, the thought of taking on a mundane task like housework isn’t appealing to the brain of someone who has ADHD.

He explains these small tasks can be so daunting that you may avoid them completely, favoring activities that bring stimulation and immediate gratification, instead.

Types of ADHD paralysis

Freezing is one of several biological responses to a perceived threat. There are other responses you may be familiar with, including fright, flight, and fawn .

When you live with ADHD, altered executive functioning related to planning and carrying out tasks may mean it’s easier for you to feel overwhelmed.

Overwhelm can be stressful, and you may respond to that “threat” with ADHD freeze mechanisms, such as:

  • procrastinating

This sense of dread surrounding too much on your plate can also cause ADHD paralysis across multiple areas of functioning and is known as the overwhelm-shutdown process.

Common ways overwhelm-shutdown appears in daily life include:

  • ADHD mental paralysis. A state of overwhelm from too many converging thoughts and emotions. It may make it challenging to speak, move, or convey what’s going on in your mind at the moment.
  • ADHD task paralysis. A freeze in motivation may result in procrastination and task avoidance, brought on by a looming to-do list.
  • ADHD choice paralysis. Also known as analysis paralysis, this is a sense of overwhelm related to too many choices or the need to make a decision .

Symptoms of ADHD

Symptoms of ADHD fall into several categories:

  • inattention
  • impulsivity
  • hyperactivity

Behaviors and outward signs may include:

  • overlooking details
  • seemingly careless work
  • challenges maintaining long-format tasks, play, or conversation
  • trouble listening
  • avoiding tasks
  • challenges planning or organizing
  • frequently losing items needed for task completion
  • forgetfulness
  • easily distracted
  • excessive talking
  • interrupting
  • need to be constantly moving
  • indecisiveness

Is choice paralysis a common symptom of ADHD?

Choice paralysis — often referred to as indecision or decisional procrastination — can be experienced by anyone.

It’s the sensation that too many choices signify too many decisions and that stress leads to nothing ever getting done.

A 2008 pilot study showed choice paralysis was more common for people living with ADHD compared to the general population, though the exact prevalence remains unknown.

How to get rid of ADHD freeze

With some helpful strategies, ADHD paralysis can be an experience you can manage.

Breaking down tasks

When everything feels like it’s crashing in on you, it may help to isolate one task out of the bunch that feels less tedious.

Then, according to Fox, you can break that task down into smaller projects, using a timer to help you stay on track.

“The thought of cleaning the whole place is daunting. Instead, we often suggest setting a timer on a phone or microwave clock for 10 minutes,” he says. “For these 10 minutes, the individual can focus on just one aspect of cleanup, like the dishes.”

Whiteboard planning

“I suggest using a whiteboard and a planner to physically write down tasks in the order they are to be completed and by what time,” suggests Laurie Singer , a licensed psychotherapist from New York. “Allowing time for breaks is crucial and should be written into the schedule.”

Designated project time

Christy Hom , a board certified pediatric neuropsychologist from Orange, California, suggests setting aside the same time each day to complete a few of the tasks on your list.

She adds not to worry about finishing the projects. “Starting a task is more than half the battle. Don’t worry about not being able to finish it all within one sitting and don’t wait for when you have ‘more time’ — that’s what leads to procrastination.”

Abandoning perfection

Hom also recommends focusing on completing the task, rather than perfecting all the details.

All those little intricacies can lead to the opportunity to feel overwhelmed.

“Most things don’t have to be done perfectly,” she says. “They just have to be done.”

Crossing tasks off the list … literally

The act of crossing off a completed task may bring with it satisfaction.

“When we set a goal and work to reach it, there’s a real sense of accomplishment , irrespective of the size of the goal,” says Singer. “By crossing off that completed task we’re conditioning ourselves to repeat the process and generating intrinsic motivation to move forward.”

Scheduling rewards

It doesn’t have to be all work and no play.

“Another good strategy is identifying motivation in the form of a reward,” says Fox. “Treating oneself to something pleasant immediately after the mundane task can be helpful (like a break, something tasty to eat, or playing a game).”

Making it fun

There may not be much intrinsic fun in household chores , but you can trick your brain into thinking so, says Fox.

“Being playful can help trick the brain into tolerating the tedious task,” he indicates. “Trying to make a game of something that is otherwise rote, seeing how fast you can do it and then beating that record or challenging a friend can all make the tasks a bit more palatable.”

Let’s recap

ADHD paralysis is used to describe the overwhelm-shutdown process that can happen when you live with ADHD.

When too many things are happening, or too many emotions are building, you may “freeze” as a way of responding to the stress.

It’s natural for anyone to feel overwhelmed, but when you live with ADHD, your brain circuitry may make it more likely you’ll experience these feelings.

Breaking tasks down, noting your accomplishments, and making projects fun are some ways you can help avoid ADHD paralysis in the future.

Last medically reviewed on May 4, 2022

8 sources collapsed

  • ADHD symptoms. (n.d.). . https://adhdaware.org.uk/what-is-adhd/adhd-symptoms/#:~:text=Differences%20in%20emotions%20in%20people,they%20can%20process%20their%20emotions
  • Attention-deficit/hyperactivity disorder. (2021). https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd
  • Bolden J. (2019). “Tomorrow is the busiest day of the week”: Executive functions mediate the relation between procrastination and attention problems. https://www.tandfonline.com/doi/abs/10.1080/07448481.2019.1626399
  • Elosua MR, et al. (2017). Differences in executive functioning in children with Attention deficit and hyperactivity disorder (ADHD). https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00976/full
  • Ferrari JR, et al. (2008). Procrastination rates among adults with and without AD/HD: A pilot study. https://www.researchgate.net/publication/276354426_Procrastination_Rates_Among_Adults_With_and_Without_ADHD_A_Pilot_Study
  • Fox A. (2022). Personal interview.
  • Hom C. (2022). Personal interview.
  • Singer L. (2022). Personal interview.

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ADHD and classroom challenges

What teachers can do to help children with adhd, classroom accommodations for students with adhd, teaching techniques for students with adhd, teaching students with adhd.

Dealing with attention deficit hyperactivity disorder in the classroom? These tips for teachers can help you overcome common challenges and help kids with ADHD succeed at school.

adhd and doing assignments

If you’re a teacher, you know these kids: The one who stares out the window, substituting the arc of a bird in flight for her math lesson. The one who wouldn’t be able to keep his rear end in the chair if you used Krazy Glue. The one who answers the question, “What body of water played a major role in the development of the Ancient Egyptian civilization?” with “Mrs. M, do you dye your hair?”

Students who exhibit ADHD’s hallmark symptoms of inattention, hyperactivity, and impulsivity can be frustrating. You know the brainpower is there, but they just can’t seem to focus on the material you’re working hard to deliver. Plus, their behaviors take time away from instruction and disrupt the whole class.

Students with ADHD may:

  • Demand attention by talking out of turn or moving around the room.
  • Have trouble following instructions, especially when they’re presented in a list, and with operations that require ordered steps, such as long division or solving equations.
  • Often forget to write down homework assignments, do them, or bring completed work to school.
  • Often lack fine motor control, which makes note-taking difficult and handwriting a trial to read.
  • Have problems with long-term projects where there is no direct supervision.
  • Not pull their weight during group work and may even keep a group from accomplishing its task.

Think of what the school setting requires children to do: Sit still. Listen quietly. Pay attention. Follow instructions. Concentrate. These are the very things kids with attention deficit hyperactivity disorder (ADHD or ADD) have a hard time doing—not because they aren’t willing, but because their brains won’t let them. That doesn’t make teaching them any easier, of course.

Children and teens with ADHD often pay the price for their problems in low grades, scolding and punishment, teasing from their peers, and low self-esteem. Meanwhile, you, the teacher, feel guilty because you can’t reach the child with ADHD and wind up taking complaints from parents who feel their kids are being neglected in the classroom. But it doesn’t have to be this way. There are strategies you can employ to help students with ADHD overcome learning challenges, stay focused without disrupting others, and succeed in the classroom .

So how do you teach a kid who won’t settle down and listen? The answer: with a lot of patience, creativity, and consistency. As a teacher, your role is to evaluate each child’s individual needs and strengths. Then you can develop strategies that will help students with ADHD focus, stay on task, and learn to their full capabilities.

Successful programs for children with ADHD integrate the following three components:

  • Accommodations: what you can do to make learning easier for students with ADHD.
  • Instruction: the methods you use in teaching.
  • Intervention: How you head off behaviors that disrupt concentration or distract other students.

Your most effective tool, however, in helping a student with ADHD is a positive attitude. Make the student your partner by saying, “Let’s figure out ways together to help you get your work done.” Assure the student that you’ll be looking for good behavior and quality work and when you see it, reinforce it with immediate and sincere praise. Finally, look for ways to motivate a student with ADHD by offering rewards on a point or token system.

Dealing with disruptive classroom behavior

To head off behavior that takes time from other students, work out a couple of warning signals with the student who has ADHD. This can be a hand signal, an unobtrusive shoulder squeeze, or a sticky note on the student’s desk. If you have to discuss the student’s behavior, do so in private. And try to ignore mildly inappropriate behavior if it’s unintentional and isn’t distracting other students or disrupting the lesson.

Speak to a Licensed Therapist

BetterHelp is an online therapy service that matches you to licensed, accredited therapists who can help with depression, anxiety, relationships, and more. Take the assessment and get matched with a therapist in as little as 48 hours.

As a teacher, you can make changes in the classroom to help minimize the distractions and disruptions of ADHD.

  • Seat the student with ADHD away from windows and away from the door.
  • Put the student with ADHD right in front of your desk unless that would be a distraction for the student.
  • Seats in rows, with focus on the teacher, usually work better than having students seated around tables or facing one another in other arrangements.
  • Create a quiet area free of distractions for test-taking and quiet study.

Information delivery

  • Give instructions one at a time and repeat as necessary.
  • If possible, work on the most difficult material early in the day.
  • Use visuals: charts, pictures, color coding.
  • Create outlines for note-taking that organize the information as you deliver it.

Student work

  • Create worksheets and tests with fewer items, give frequent short quizzes rather than long tests, and reduce the number of timed tests.
  • Test students with ADHD in the way they do best, such as orally or filling in blanks.
  • Divide long-term projects into segments and assign a completion goal for each segment.
  • Accept late work and give partial credit for partial work.

Organization

  • Have the student keep a master binder with a separate section for each subject, and make sure everything that goes into the notebook is put in the correct section. Color-code materials for each subject.
  • Provide a three-pocket notebook insert for homework assignments, completed homework, and “mail” to parents (permission slips, PTA flyers).
  • Make sure the student has a system for writing down assignments and important dates and uses it.
  • Allow time for the student to organize materials and assignments for home. Post steps for getting ready to go home.

Teaching techniques that help students with ADHD focus and maintain their concentration on your lesson and their work can be beneficial to the entire class.

Starting a lesson

  • Signal the start of a lesson with an aural cue, such as an egg timer, a cowbell or a horn. (You can use subsequent cues to show how much time remains in a lesson.)
  • Establish eye contact with any student who has ADHD.
  • List the activities of the lesson on the board.
  • In opening the lesson, tell students what they’re going to learn and what your expectations are. Tell students exactly what materials they’ll need.

Conducting the lesson

  • Keep instructions simple and structured. Use props, charts, and other visual aids.
  • Vary the pace and include different kinds of activities. Many students with ADHD do well with competitive games or other activities that are rapid and intense.
  • Have an unobtrusive cue set up with the student who has ADHD, such as a touch on the shoulder or placing a sticky note on the student’s desk, to remind the student to stay on task.
  • Allow a student with ADHD frequent breaks and let him or her squeeze a rubber ball or tap something that doesn’t make noise as a physical outlet.
  • Try not to ask a student with ADHD perform a task or answer a question publicly that might be too difficult.

Ending the lesson

  • Summarize key points.
  • If you give an assignment, have three different students repeat it, then have the class say it in unison, and put it on the board.
  • Be specific about what to take home.

More Information

  • Attention-Deficit/Hyperactivity Disorder (AD/HD) - Tips and resources for teachers. (Center for Parent Information and Resources)
  • In the Classroom: Ideas and Strategies for Kids with ADD and Learning Disabilities - Suggestions for teaching children with ADHD. (Child Development Institute)
  • Motivating the Child with Attention Deficit Disorder - How ADHD symptoms interfere with classroom expectations and how to realistically motivate a child. (LD Online)
  • Step-by-Step Guide for Securing ADHD Accommodations at School - Meeting your child’s educational needs with ADHD accommodations at school. (ADDitude)
  • Contents of the IEP - Guide to developing an Individualized Education Program (IEP) with school staff to address your child’s educational needs. (Center for Parent Information and Resources)
  • Neurodevelopmental Disorders. (2013). In Diagnostic and Statistical Manual of Mental Disorders . American Psychiatric Association. Link
  • Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices– Pg 1. (2008). [Reference Materials; Instructional Materials]. US Department of Education. Link
  • Gaastra, G. F., Groen, Y., Tucha, L., & Tucha, O. (2016). The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review. PLOS ONE, 11(2), e0148841. Link
  • CDC. (2019, November 7). ADHD in the Classroom . Centers for Disease Control and Prevention. Link

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Perfectionism

How to cope with adhd and perfectionism, tools to turn down the noise of self-criticism and feel "good enough" every day..

Posted December 5, 2021 | Reviewed by Devon Frye

  • ADHD and perfectionism can often co-occur.
  • With or without ADHD, perfectionism can be at times be adaptive—but more often than not, it limits people.
  • Using mindfulness can help shift focus away from negativity to noticing what works.

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Do you set unrealistic goals for yourself, fret about disappointing others, and compare yourself negatively to those around you? If so, you are probably like many other people with ADHD who struggle with perfectionism.

At times, you may want something to be right so much that it becomes difficult to start tasks, assignments, and projects, and complete them. In other moments, the desire to do something well motivates you to give your best efforts and helps you feel proud of your work.

Sometimes, though, trying to have things just right keep you overfocused on the end result, critical of what you accomplish, and never satisfied. It’s a cycle of aiming for personal excellence that increases anxiety . You’re tied to a negative, fixed mindset and expectations based on “shoulds” instead of focusing on what you actually can do, taking risks, and learning from your experiences. Deep inside, you may be walking around feeling ashamed and deficient.

The reality is that there is no perfection and aiming for it leaves most of us frustrated and unsatisfied. Perfectionism itself shares many similarities with ADHD. Perfectionists are often driven by the fear of disappointing themselves or others. They are “all-or-nothing” thinkers; if it’s not completely right, then it must be a failure. Setting unreasonable standards and constantly comparing themselves negatively to others are common issues for perfectionists, just as individuals with ADHD often compare themselves critically to neurotypical peers. Both perfectionists and people with ADHD tend to be sensitive to criticism and can be easily discouraged when they can’t complete goals.

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Perfectionists tend to over-focus on the end result, not the process of getting there. They discount the learning that’s happening along the way and fixate on the accomplishment. Without meeting the end goal, there’s a perception of failure. Low self-worth , sensitivity to feedback, defensiveness, and sadness stemming from incomplete goals are also common.

Perfectionism among neurodiverse folks is often a misguided effort to manage shame and compensate for cognitive challenges. Although it may have served you in the past in some way, for many people with ADHD, it becomes toxic and longer useful, keeping them stuck in negative narratives when new ones are needed.

Perfectionism is one way that adults with ADHD try to control outcomes, a fundamental aspect of managing anxiety. Living with ADHD means experiencing moments when you’re aware that you are struggling or have messed up, but you don’t necessarily know why or how to fix it. This develops into a persistent worry, “When is the next time I’m going to receive negative feedback when I wasn’t expecting it?” Perfectionism thus acts as an inefficient coping mechanism for managing anxiety related to disappointment (yours or someone else’s), insecurity, or embarrassment .

Instead, learning how to support yourself when feelings of discomfort arise, how to encourage yourself, and how to apply lessons gleaned from past successes to current situations turns down the noise of perfectionistic , negative self-talk . You shift towards making other choices that nurture self-compassion, self-confidence , and resilience and move away from focusing on the unreasonable standards you might be setting based on “Compare and Despair.” This is your path towards greater contentment and less stress .

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Folllow these tips to start the process of overcoming perfectionism. As someone with ADHD, you may want to try all of these techniques at once. But this is a journey that takes time and practice. Your perfectionism has served a purpose, but now you are ready to decrease its intensity and replace it with mindful, encouraging self-talk. It's tough to reduce this habit—so expect some challenges along the way.

Pick one thing that you’d like to start with and go from there:

  • Build awareness: Notice when you are pushing yourself to do something perfectly or criticizing yourself for fumbling. Create one or two soothing, supportive phrases you can say to yourself such as, “It’s okay, I’m 'efforting,' and sometimes that doesn’t work out” or “We all make mistakes at some point. It doesn’t mean that I’m a bad person.” These phrases will help you talk back to the negative voice in your head so you can nurture your positive attributes.
  • Shift focus: Look at what’s working instead of what’s not. Notice the good things that occur as much or more than the challenging ones. Instead of comparing your insides to other people’s outsides and assuming that everybody is better off than you are, recognize that these thoughts are simply untrue. Start to pay more attention to the things you do well. Write them down on a Post-It and put it on your refrigerator or bathroom mirror for daily affirmations . Examples include: “I like when I…,” “I think I do a good (or good enough) job at…,” or “I’ve never been perfect, and I’ve made it this far.” You can also create a voice memo or keep a journal of three things that went well, or three things that you liked about your day. It might be making an excellent cup of coffee, doing well on an exam, speaking up at a meeting, or showing up for a friend in need. Learning to enjoy small achievements is a challenge for any perfectionist.
  • Accept mistakes: Learning is an essential part of living and it means stumbling, picking yourself up, and trying again. Sometimes you need to pivot; sometimes you just need to tweak what you are doing and try again. Be kinder to yourself when you’ve messed up or things haven’t turned out as you had hoped. Lower the pressure you put on yourself. Begin to practice mindfulness by using an app or taking a class. Notice the progress you’re making with self-compassion and remember not to say things to yourself that you wouldn’t say to a 10-year-old with a skinned knee.
  • Develop techniques for accepting feedback: Nearly every day, somebody will give you feedback about your actions, your words, or your emotions. It’s a fundamental part of life. Instead of getting down on yourself when that feedback is negative or dismissing anything positive, try to accept what you hear with neutrality and grace. Acknowledge what the person is saying so they feel heard and pause before responding. Take the time you need to reflect on their feedback: Is there some truth to what they’ve said? Can you learn something and make a change? Are you denying a compliment? Circle back to them when you are ready.
  • Set reasonable goals that reflect your capabilities: Use your own compass of meaning to assess how you are doing rather than apply unachievable standards of success set by others. Whether your parents want you to enroll in a major of their choice, whether your boss wants you to work 25 hours per week when you can handle 20, or whether you push yourself to join in cleaning the apartment when your research paper is due tomorrow and you don’t have the time, start to consider what you can actually handle versus what you think you should. When you set clear limits with others based on what you need or think is right, you’re much more likely to attain the success you desire.

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Remember that nobody is perfect . We all have our flaws and foibles—some are just more hidden than others. If you think someone is perfect, then you’re making a huge, false assumption. Underneath their seemingly perfect exterior is a person just like you with strengths and challenges, trying to be the best they can be. This holiday season, follow these steps and give yourself the gift of turning down the noise of self-criticism and feeling "good enough" every day.

Sharon Saline Psy.D.

Sharon Saline, Psy.D. , is a clinical psychologist and an expert in how ADHD, LD, and mental health affect children, teens and families. She is the author of What Your ADHD Child Wishes You Knew .

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Both my sons have ADHD. When I was diagnosed at 52, I learned to be more empathetic with them.

  • I was diagnosed with ADHD in 2016, at the age of 52.
  • My sons both have ADHD and my diagnosis was a relief for them. 
  • I gained a new understanding of my childhood, which made me a better parent and advocate. 

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The psychiatrist chuckled and said, "Let me get this straight. You were filling out an ADHD evaluation for your son, recognized traits in yourself, and then decided to go through the evaluation again for yourself, and you scored high enough you made an appointment to see me?" And then proceeded to tell me that yes, I had ADHD too.

It was true. My 6-year-old son was struggling: He couldn't concentrate , couldn't sit still, and was impulsive and reactive. In a meeting with his school, we agreed that an evaluation for ADHD made sense. I filled out a questionnaire of behaviors he exhibited. A couple of questions in I began recognizing the behaviors in myself.

I'd always been quick to react, could only concentrate on things I was interested in, and when pursuing those things, was prone to hyperfocus. I'd rather wrestle with an essay on the nature of man's soul than mop the floor.

Seeing his echoes of my behavior gave me a newfound empathy for him, as well as for my parents and the teachers, who were infuriated by the disconnect between my intelligence and the quality of my schoolwork.

I worked with my kid's school

We began to work with his school in the form of a 504 plan and later an Individualized Education Program . In meetings, as his teachers expressed frustrations, they would acknowledge a "lack of executive function" in one breath but, in the next, say "He chose not to complete the assignment."

What they were telling me, without telling me, was his ADHD was tolerable until he didn't do the thing they wanted him to do, and at that point, they decided that the kid who lacked executive function had just exercised it in a way that was deliberately uncooperative.

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They complained that he needed to speak up when he became overwhelmed. I countered that when he's overwhelmed , he shuts down, and he doesn't have enough self-awareness yet to know he's overwhelmed. I know this is true for a simple reason: It's what I did. He needs help recognizing he is overwhelmed and he doesn't know how to ask for help.

ADHD makes some things harder for me

Having lived with ADHD now for 60 years, I've come to some conclusions about this condition. The first is I don't see it as a disability, and calling it a handicap smears kids for being wired differently.

Sure, ADHD has given me some serious challenges when it comes to adulting. Don't ask me how I budget for groceries. And don't ask me to organize that pile on my desk or the one next to it.

But ADHD isn't all deficits.

I believe that what is called hyperfocus in people with ADHD is a flow state by another name. That's my superpower; I disappear into my favorite activities, like cycling or writing, but I can also find flow in activities as mundane as doing dishes.

I draw upon those lessons as I teach both of my sons how to capitalize on that superpower, as well as how to manage the limitations that come with ADHD. Another of our challenges is that people with ADHD struggle with developing healthy self-esteem . I steer them into activities where they find flow so they learn the satisfaction that comes with being good at something, of facing a challenge and finding out they can succeed.

I'm more empathetic than I was 20 years ago

Had I become a parent in my 20s or 30s, I'd have lacked the self-awareness necessary to recognize my past in my son's behavior. Worse, I didn't yet know myself well enough to understand that flow was my superpower and not — as the nuns at my Catholic school called it — daydreaming.

At my age, I better understand how important it is for my sons to meet compassionate adults who see them. I'm watchful for the teachers who will help them succeed as well as the ones who will be an impediment. That's another skill I hope to teach my boys: How to identify allies.

And that psychiatrist? He wrote me a prescription for Wellbutrin, an antidepressant that gives a person with ADHD the patience not to yell at their rambunctious kids.

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Illustration shows a mother and child looking out on a scene of environmental destruction, pollution, rain and other issues.

‘Everybody has a breaking point’: how the climate crisis affects our brains

Are growing rates of anxiety, depression, ADHD, PTSD, Alzheimer’s and motor neurone disease related to rising temperatures and other extreme environmental changes?

I n late October 2012, a category 3 hurricane howled into New York City with a force that would etch its name into the annals of history . Superstorm Sandy transformed the city, inflicting more than $60bn in damage, killing dozens, and forcing 6,500 patients to be evacuated from hospitals and nursing homes. Yet in the case of one cognitive neuroscientist, the storm presented, darkly, an opportunity.

Yoko Nomura had found herself at the centre of a natural experiment. Prior to the hurricane’s unexpected visit, Nomura – who teaches in the psychology department at Queens College, CUNY, as well as in the psychiatry department of the Icahn School of Medicine at Mount Sinai – had meticulously assembled a research cohort of hundreds of expectant New York mothers. Her investigation, the Stress in Pregnancy study , had aimed since 2009 to explore the potential imprint of prenatal stress on the unborn. Drawing on the evolving field of epigenetics, Nomura had sought to understand the ways in which environmental stressors could spur changes in gene expression, the likes of which were already known to influence the risk of specific childhood neurobehavioural outcomes such as autism, schizophrenia and attention deficit hyperactivity disorder (ADHD).

The storm, however, lent her research a new, urgent question. A subset of Nomura’s cohort of expectant women had been pregnant during Sandy. She wanted to know if the prenatal stress of living through a hurricane – of experiencing something so uniquely catastrophic – acted differentially on the children these mothers were carrying, relative to those children who were born before or conceived after the storm.

More than a decade later, she has her answer. The conclusions reveal a startling disparity: children who were in utero during Sandy bear an inordinately high risk of psychiatric conditions today. For example, girls who were exposed to Sandy prenatally experienced a 20-fold increase in anxiety and a 30-fold increase in depression later in life compared with girls who were not exposed. Boys had 60-fold and 20-fold increased risks of ADHD and conduct disorder, respectively. Children expressed symptoms of the conditions as early as preschool.

A resident pulls a woman in a canoe down 6th Street as high tide, rain and winds flood local streets on October 29, 2012 in Lindenhurst, New York.

“Our findings are extremely alarming,” the researchers wrote in a 2022 study summarising their initial results. It is not the type of sentence one usually finds in the otherwise measured discussion sections of academic papers.

Yet Nomura and her colleagues’ research also offers a representative page in a new story of the climate crisis: a story that says a changing climate doesn’t just shape the environment in which we live. Rather, the climate crisis spurs visceral and tangible transformations in our very brains. As the world undergoes dramatic environmental shifts, so too does our neurological landscape. Fossil-fuel-induced changes – from rising temperatures to extreme weather to heightened levels of atmospheric carbon dioxide – are altering our brain health, influencing everything from memory and executive function to language, the formation of identity, and even the structure of the brain. The weight of nature is heavy, and it presses inward.

Evidence comes from a variety of fields. Psychologists and behavioural economists have illustrated the ways in which temperature spikes drive surges in everything from domestic violence to online hate speech . Cognitive neuroscientists have charted the routes by which extreme heat and surging CO 2 levels impair decision-making , diminish problem-solving abilities , and short-circuit our capacity to learn . Vectors of brain disease, such as ticks and mosquitoes, are seeing their habitable ranges expand as the world warms. And as researchers like Nomura have shown, you don’t need to go to war to suffer from post-traumatic stress disorder: the violence of a hurricane or wildfire is enough. It appears that, due to epigenetic inheritance, you don’t even need to have been born yet.

When it comes to the health effects of the climate crisis, says Burcin Ikiz, a neuroscientist at the mental-health philanthropy organisation the Baszucki Group , “we know what happens in the cardiovascular system; we know what happens in the respiratory system; we know what happens in the immune system. But there’s almost nothing on neurology and brain health.” Ikiz, like Nomura, is one of a growing cadre of neuroscientists seeking to connect the dots between environmental and neurological wellness.

As a cohesive effort, the field – which we might call climatological neuroepidemiology – is in its infancy. But many of the effects catalogued by such researchers feel intuitive.

Two people trudge along a beach, with the sea behind them, and three folded beach umbrellas standing on the beach. The sky is a dark orange colour and everything in the picture is strongly tinted orange.

Perhaps you’ve noticed that when the weather gets a bit muggier, your thinking does the same. That’s no coincidence; it’s a nearly universal phenomenon. During a summer 2016 heatwave in Boston, Harvard epidemiologists showed that college students living in dorms without air conditioning performed standard cognitive tests more slowly than those living with it. In January of this year, Chinese economists noted that students who took mathematics tests on days above 32C looked as if they had lost the equivalent of a quarter of a year of education, relative to test days in the range 22–24C. Researchers estimate that the disparate effects of hot school days – disproportionately felt in poorer school districts without access to air conditioning and home to higher concentrations of non-white students – account for something on the order of 5% of the racial achievement gap in the US.

Cognitive performance is the tip of the melting iceberg. You may have also noticed, for example, your own feelings of aggression on hotter days. You and everyone else – and animals, too. Black widow spiders tend more quickly toward sibling cannibalism in the heat . Rhesus monkeys start more fights with one another. Baseball pitchers are more likely to intentionally hit batters with their pitches as temperatures rise. US Postal Service workers experience roughly 5% more incidents of harassment and discrimination on days above 32C, relative to temperate days.

Neuroscientists point to a variety of routes through which extreme heat can act on behaviour. In 2015, for example, Korean researchers found that heat stress triggers inflammation in the hippocampus of mice, a brain region essential for memory storage. Extreme heat also diminishes neuronal communication in zebrafish, a model organism regularly studied by scientists interested in brain function. In human beings, functional connections between brain areas appear more randomised at higher temperatures. In other words, heat limits the degree to which brain activity appears coordinated. On the aggression front, Finnish researchers noted in 2017 that high temperatures appear to suppress serotonin function, more so among people who had committed violent crimes. For these people, blood levels of a serotonin transporter protein, highly correlated with outside temperatures, could account for nearly 40% of the fluctuations in the country’s rate of violent crime.

Illustration of a person sweating in an extreme heat scenario

“We’re not thinking about any of this,” says Ikiz. “We’re not getting our healthcare systems ready. We’re not doing anything in terms of prevention or protections.”

Ikiz is particularly concerned with the neurodegenerative effects of the climate crisis. In part, that’s because prolonged exposure to heat in its own right – including an increase of a single degree centigrade – can activate a multitude of biochemical pathways associated with neurodegenerative diseases such as Alzheimer’s and Parkinson’s. Air pollution does the same thing . (In rats, such effects are seen after exposure to extreme heat for a mere 15 minutes a day for one week.) Thus, with continued burning of fossil fuels, whether through direct or indirect effects, comes more dementia. Researchers have already illustrated the manners in which dementia-related hospitalisations rise with temperature. Warmer weather worsens the symptoms of neurodegeneration as well.

Prior to her move to philanthropy, Ikiz’s neuroscience research largely focused on the mechanisms underlying the neurodegenerative disease amyotrophic lateral sclerosis (ALS, also known as Lou Gehrig’s disease or motor neurone disease). Today, she points to research suggesting that blue-green algae, blooming with ever-increasing frequency under a changing global climate, releases a potent neurotoxin that offers one of the most compelling causal explanations for the incidence of non-genetic ALS. Epidemiologists have, for example, identified clusters of ALS cases downwind of freshwater lakes prone to blue-green algae blooms.

A woman pushing a shopping trolley grabs the last water bottles from a long empty shelf in a supermarket.

It’s this flavour of research that worries her the most. Children constitute one of the populations most vulnerable to these risk factors, since such exposures appear to compound cumulatively over one’s life, and neurodegenerative diseases tend to manifest in the later years. “It doesn’t happen acutely,” says Ikiz. “Years pass, and then people get these diseases. That’s actually what really scares me about this whole thing. We are seeing air pollution exposure from wildfires. We’re seeing extreme heat. We’re seeing neurotoxin exposure. We’re in an experiment ourselves, with the brain chronically exposed to multiple toxins.”

Other scientists who have taken note of these chronic exposures resort to similarly dramatic language as that of Nomura and Ikiz. “Hallmarks of Alzheimer disease are evolving relentlessly in metropolitan Mexico City infants, children and young adults,” is part of the title of a recent paper spearheaded by Dr Lilian Calderón-Garcidueñas, a toxicologist who directs the University of Montana’s environmental neuroprevention laboratory. The researchers investigated the contributions of urban air pollution and ozone to biomarkers of neurodegeneration and found physical hallmarks of Alzheimer’s in 202 of the 203 brains they examined, from residents aged 11 months to 40 years old. “Alzheimer’s disease starting in the brainstem of young children and affecting 99.5% of young urbanites is a serious health crisis,” Calderón-Garcidueñas and her colleagues wrote. Indeed.

A flooded Scottish street, with cars standing in water, their wheels just breaking the surface. A row of houses in the background with one shop called The Pet Shop.

Such neurodevelopmental challenges – the effects of environmental degradation on the developing and infant brain – are particularly large, given the climate prognosis. Rat pups exposed in utero to 40C heat miss brain developmental milestones. Heat exposure during neurodevelopment in zebrafish magnifies the toxic effects of lead exposure. In people, early pregnancy exposure to extreme heat is associated with a higher risk of children developing neuropsychiatric conditions such as schizophrenia and anorexia. It is also probable that the ALS-causing neurotoxin can travel in the air .

Of course, these exposures only matter if you make it to an age in which neural rot has a chance to manifest. Neurodegenerative disease mostly makes itself known in middle-aged and elderly people. But, on the other hand, the brain-eating amoeba likely to spread as a result of the climate crisis – which is 97% fatal and will kill someone in a week – mostly infects children who swim in lakes. As children do.

A coordinated effort to fully understand and appreciate the neurological costs of the climate crisis does not yet exist. Ikiz is seeking to rectify this. In spring 2024, she will convene the first meeting of a team of neurologists, neuroscientists and planetary scientists, under the banner of the International Neuro Climate Working Group.

Mexico City landscape engulfed in smog.

The goal of the working group (which, full disclosure, I have been invited to join) is to wrap a collective head around the problem and seek to recommend treatment practices and policy recommendations accordingly, before society finds itself in the midst of overlapping epidemics. The number of people living with Alzheimer’s is expected to triple by 2050, says Ikiz – and that’s without taking the climate crisis into account. “That scares me,” she says. “Because in 2050, we’ll be like: ‘Ah, this is awful. Let’s try to do something.’ But it will be too late for a lot of people.

“I think that’s why it’s really important right now, as evidence is building, as we’re understanding more, to be speaking and raising awareness on these issues,” she says. “Because we don’t want to come to that point of irreversible damage.”

For neuroscientists considering the climate problem, avoiding that point of no return implies investing in resilience research today. But this is not a story of climate anxiety and mental fortitude. “I’m not talking about psychological resilience,” says Nomura. “I’m talking about biological resilience.”

A research agenda for climatological neuroepidemiology would probably bridge multiple fields and scales of analysis. It would merge insights from neurology, neurochemistry, environmental science, cognitive neuroscience and behavioural economics – from molecular dynamics to the individual brain to whole ecosystems. Nomura, for example, wants to understand how external environmental pressures influence brain health and cognitive development; who is most vulnerable to these pressures and when; and which preventive strategies might bolster neurological resilience against climate-induced stressors. Others want to price these stressors, so policymakers can readily integrate them into climate-action cost-benefit analyses.

Wrecked houses along a beach.

For Nomura, it all comes back to stress. Under the right conditions, prenatal exposure to stress can be protective, she says. “It’s like an inoculation, right? You’re artificially exposed to something in utero and you become better at handling it – as long as it is not overwhelmingly toxic.” Stress in pregnancy, in moderation, can perhaps help immunise the foetus against the most deleterious effects of stress later in life. “But everybody has a breaking point,” she says.

Identifying these breaking points is a core challenge of Nomura’s work. And it’s a particularly thorny challenge, in that as a matter of both research ethics and atmospheric physics, she and her colleagues can’t just gin up a hurricane and selectively expose expecting mothers to it. “Human research in this field is limited in a way. We cannot run the gold standard of randomised clinical trials,” she says. “We cannot do it. So we have to take advantage of this horrible natural disaster.”

Recently, Nomura and her colleagues have begun to turn their attention to the developmental effects of heat. They will apply similar methods to those they applied to understanding the effects of Hurricane Sandy – establishing natural cohorts and charting the developmental trajectories in which they’re interested.

The work necessarily proceeds slowly, in part because human research is further complicated by the fact that it takes people longer than animals to develop. Rats zoom through infancy and are sexually mature by about six weeks, whereas for humans it takes more than a decade. “That’s a reason this longitudinal study is really important – and a reason why we cannot just get started on the question right now,” says Nomura. “You cannot buy 10 years’ time. You cannot buy 12 years’ time.” You must wait. And so she waits, and she measures, as the waves continue to crash.

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Private school students get fake adhd diagnoses for 200-point boost to sat, act after tests brought back by ivy league.

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Teenagers are getting bogus ADHD diagnoses to score extra time in standardized testing exams — and numbers are surging after the tests were reintroduced by elite Ivy League colleges.

Parents are taking their children to doctors and psychologists for letters saying they have the condition or other mental disabilities, then getting as much as 50% more time to take the tests.

It can mean a 200-point boost to an SAT score, one expert said.

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To get extra time, the SAT and ACT’s administrators require that students provide documentation of a disability from a mental health professional.

As well as ADHD, conditions such as anxiety and depression can qualify students for time accommodations.

Colleges are not informed that applicants were given extra time or accommodations, and the overall number of students considered disabled is not released by test administrators. 

But The Post spoke with students, parents, teachers, psychologists and college admissions counselors who confirmed that the system is rife with abuse — which appears to have recently escalated in the wake of Yale and Dartmouth announcing they would start considering standardized test results again after ditching them during the pandemic.

“I get requests for ADHD testing accommodations all the time,” Dr. Camilo Ortiz, a clinical psychologist and professor of psychology at Long Island University, told The Post.

“Some parents are none too happy when I don’t agree the child has ADHD.”

One mom of a junior at an elite Manhattan prep school said that out of her daughter’s eight closest friends, six have gotten extra time.

Dr. Camilo Ortiz at his desk

“They’re getting really creative with it — it’s ADHD, or anxiety, or depression that leads to migraines that supposedly disrupts the testing,” she told The Post.

“It’s not hyperbolic to say that almost everyone is doing it.”

She added: “Admissions are so cutthroat right now, and she’s absolutely at a disadvantage without having extra time. But I’m self-made, and I’m not teaching my daughter to take any shortcuts in life.”

Christopher Rim, founder and CEO of college counseling firm Command Education, said families are “1,000 percent” manipulating the accommodations for unfair advantages.

Christopher Rim

“There are definitely unethical families out there who are trying to take advantage of this system,” he told The Post. 

“A student at a private school in Manhattan who all of a sudden gets an accommodation starting in 11th grade can look a little suspicious, because how do these kids get through school from kindergarten to 11th grade getting straight As, without needing any accommodations?”

Rim, who is unequivocally opposed to the practice, said he noticed an uptick in chatter about testing accommodations in recent weeks after Yale and Dartmouth announced they are reinstating testing requirements after abandoning them.

“It was a popular tactic before COVID, but it slowed down a bit when schools went test-optional,” he said.

“In the past six months, I’ve had more and more students tell me their classmates all of a sudden got extra time.”

Grace Church School campus

That time can be a massive boost to test scores.

“Most students don’t have the luxury of going back and checking their work, but if you have 50% more time, that’s a complete game-changer,” Rim said. “If I were to guess, a score could possibly go up on the SAT by 200 points.”

Paul Rossi, a high school math teacher who taught at the $65,000-a-year Grace Church School in Manhattan for nine years, told The Post that he estimated a third of his students got extra time and said some of their disability claims seemed “bogus.”

“It’s quite a racket,” he said. “Educational psychologists rake in a pretty penny for diagnoses.”

One recent Ivy League graduate who went to Lawrenceville, an $80,000-a-year boarding school in New Jersey, estimated that as many as a quarter of her peers got extra test time.

Yale University campus

“The system was exploited for sure,” the former student said. “More and more people got diagnosed as time went on, because I think they realized it was just something they could do because everyone else was doing it.”

While she said the extra time would have been a “massive” help to her standardized testing scores, she’s glad she didn’t game the system: “You don’t get that in real life. All of a sudden you graduate, and then what? No boss is giving you more time in a workday.”

The Learning Disabilities Association of America, in a statement , slammed people who abuse the system.

“These actions hurt all individuals with disabilities, including those with learning disabilities, by perpetuating the misconceptions that many students who obtain accommodations on college admissions do not have disabilities,” the association said.

Gordon Caplan leving court

The College Board, which administers the SAT, said, “[Our] thoughtful and balanced process is designed to permit all students with disabilities who genuinely require accommodations a means to receive them while placing checks on those who may not require accommodations.”

The ACT said, “Documentation of the need for accommodations must meet guidelines that are considered appropriate by qualified professionals and must provide evidence that the student’s impairment substantially limits one or more major life activities that are relevant when taking the ACT test.”

Students with learning disabilities have been entitled to testing accommodations under the Americans with Disabilities Act since 1990, and exceptions have long been abused. 

William “Rick” Singer, the college admissions consultant behind the Varsity Blues scandal that ensnared celebrities like Lori Loughlin and Felicity Huffman, advised his wealthy clients to lie that their children had learning disabilities to get notes from doctors for extra test time.

He even told one Manhattan client, white-shoe law firm boss Gordon Caplan, to tell their child “to be stupid” during a psychological evaluation for extra time.

Caplan got a month in jail and was forced out of Willkie Farr & Gallagher, where he was co-chairman.

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The ADHD Homework System We Swear By

Homework stress is real — and exhausting for parents and students alike. spare your family the drama and fights by following this homework system designed for children with adhd and learning disabilities..

A father working on homework with this ADHD son.

ADHD + Executive Function Deficits = Stress

Homework requires children with ADHD to copy assignments correctly, bring home the right books, keep track of due dates and hand in finished work — all difficult for anyone with poor memory, focus, or attention to detail. While it may take a few months to become a habit, creating consistent routines at home and at school will result in better work skills, a sense of accomplishment, less homework stress — and lots of after-school smiles.

A teacher explains a concept in depth to a student in school helping to relieve homework stress at home.

Step 1: Get the Teachers On Board

For many kids with ADHD, bringing home each day's assignments is as tough as the work itself. Teachers should post the day's assignments, read them aloud to reinforce, and distribute assignment sheets or make sure that there is time in class for each child to record homework homework assignments in a planner. Ask the teacher to review or sign your child's homework planner before class ends.

A student goes through her daily routine before leaving school, preventing lost assignments and homework stress.

Step Two: Don't Leave School Without....

Emphasize the daily routine of checking the assignment sheet before leaving class to make sure all the necessary materials are in the backpack. Help your child establish a list of partner classmates or "study buddies" with whom he can check backpacks before leaving school, and call or text with questions about the assignments. Some teachers record daily assignments on their website, blog, or voicemail, as well.

[ Free Download: Top 5 Homework Frustrations — and Fixes for Each ]

A mother and daughter work on math problems together, relieving homework stress with teamwork.

Step 3: Set Up the Home Routine

Set a specific time (in discussion with your child) that is homework time . To develop the homework habit, it's important to keep that schedule as consistent as possible each day. Studies show that beginning homework within an hour after arrival home from school/after-school activities helps kids succeed. So, if your family schedule permits, give your child a snack, some brief down time if needed, and then get started.

A student highlights important reading passages, a good strategy for relieving homework stress.

Step 4: Designate a Homework Location

Create a dedicated and consistent homework location , in a quiet spot with good lighting, for homework to be done each day. Choose a location as free as possible from the kinds of visual distractions that cause ADHD minds to wander. Rule out television, screen time, or music with words during homework time. Experiment to determine whether your child concentrates best in silence or with white noise.

A parent and her daughter work on homework together, helping to relieve homework stress and frustration.

Step 5: Be Your Child's Coach

Review the assignments that came home for the day with your child before she starts to work. Separate the tasks into discrete sections and decide upon a time allotment for each section. As your child completes each assignment, review it to be sure all parts are complete. On a note card or the homework journal or assignment sheet, help her check off each separate task as it is completed.

A father points out an important detail, improving his son's understanding of the assignment and lowering homework stress.

Step 6: Help Him Get Started

Children with ADHD often have a hard time getting started on new tasks. Read the directions together for each segment, highlight key words in the directions, discuss how to tackle the first problem/item. Once your child knows what to do, leave him to complete homework independently. Let him know you are nearby to answer questions or, for easily distracted children, sit in the room doing another task.

[ Free Guide: Proven Homework Help for Kids with ADHD ]

A student times himself on his assignments to avoid daydreaming, procrastination, and homework stress.

Step 7: Use a Timer

Timers are great tools for daydreamers. For elementary and middle-school children with ADHD, 5- to 20-minute increments work well. Once the first 10-minute block is up, kids often hit their stride and keep working. Expand the segment time if your child is concentrating well. Vary the time per subject to meet your child's needs.

Taking breaks for fun activities like jump roping can lower homework stress and improve focus.

Step 8: Take Breaks, Refocus

When the timer indicates that 20 minutes have past, allow your child to move, walk-around, jump-rope for 2-3 minutes in between sections of work. Large motor movement enhances alertness. If your child becomes distracted during a segment of work, tap him on the shoulder, comments on well he is doing, and re-alert the brain to the task at hand.

Positive reinforcement is important in preventing homework stress and keeping a child motivated.

Step 9: Praise Effort

Reinforce task completion with specific verbal praise. Let her know how impressed you are with how hard she has worked. Be as specific as you can. "I can see that it took a lot of time and effort to hold the paper with your left hand and write those sentences so neatly with your right hand."

A student completes her assignment while making sure to organize to avoid losing completed work and homework stress.

Step 10: Create a Home for Completed Homework

Kids with ADHD are famous for misplacing homework between home and school . Create a “school staging center” at home that contains a homework folder for all completed homework. When the assignment is done, it goes straight into the folder, which in turn goes into a designated pocket of her backpack. Place a note on his backpack to remind him in the A.M. to check that all homework is there.

A doctor explains ADHD symptoms and solutions to avoiding homework stress to a family.

Step 11: Diagnose Problems

When kids can't get homework done, address the underlying cause. Is the amount of homework overwhelming? Don't let your child spend an excessive amount of time on homework. Speak to the teacher. Perhaps a tutor is needed. Is inability to focus a serious constraint? Discuss an after-school medication dose with your child's doctor.

A young student working intently on a long term project to avoid the homework stress of racing to meet deadlines.

Step 12: Have a Plan for Long-Term Assignments

The toughest challenge for many kids with ADHD is the long-range assignment . Go over it with your child. Write the due date on a master calendar, and break the assignment into parts, each with its own deadline. If his assignment is to write a book report on a 200-page book, and it’s due in two weeks, he can plan to read 20 pages a night, and use the last four days to write and proofread the report.

A mother bonds with her son by spending time reading together which improves understanding and lowers homework stress.

Step 13: Make Reading Homework Fun

For children who are given lots of reading assignments, reading aloud together can make homework relaxing instead of a chore. He can read the left-hand page and you can read the right-hand page. Help your child develop reading comprehension by asking questions like, “Why do you think the princess went to the castle?” or, “Do you think Buddy will win the big race?”

[ Free Webinar Replay: “‘I Forgot My Homework… Again!’” Fortifying Executive Functions to Solve School Disorganization ]

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2024 March Madness TV schedule: How to watch the NCAA Tournament, announcers, Sweet 16 tipoff times

The complete television and streaming schedule for how to watch march madness 2024.

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After the 2024 NCAA Tournament 68-team field was announced on Slection Sunday, we are already down to the Sweet 16. Six incredible days of college basketball -- filled with a variety of dominant victories, shocking upsets and shining moments -- are in the books with the first 36 games of March Madness leaving us only wanting more. Don't worry ... that will come soon enough.

Thursday kicks off four straight nights of the best college basketball you will see this season with the Sweet 16 covering the end of the week and the Elite Eight dominating the weekend. All games will be played across CBS and TBS, with the best in the business bringing you the action from Los Angeles, Boston, Dallas and Detroit.

All four No. 1 seeds are still alive with UConn, Purdue and North Carolina cruising through the first two rounds. Houston was dealt a much tougher go of it by Texas A&M on Sunday night but nevertheless survived and advanced to the second week of the tournament. The four No. 2 seeds are also still in the field, though Iowa State, Marquette, Tennessee and Arizona all had moments of concern in the second round.

Nevertheless, the top eight teams in the nation -- entering March Madness -- are all in the thick of it entering the second week for just the fifth time since the NCAA Tournament expanded to 64 teams in 1985.

Once we get to the Final Four, you will notice veteran Ian Eagle stepping in as the lead play-by-play announcer, replacing the legendary Jim Nantz, who stepped away in 2023. Eagle will be alongside mainstays Bill Raftery, Grant Hill and reporter Tracy Wolfson on the top announcing team. A longtime staple of NCAA Tournament coverage, Eagle was not alone as someone stepping into a new role on the team. Former Purdue star Robbie Hummel called his first NCAA Tournament broadcast during the first week.

CBS and TBS are leading the way televising 21 games apiece during the NCAA Tournament, while truTV and TNT carried 13 and 12, respectively. The Final Four will simulcast across TBS and TNT. In addition to the March Madness Live app , where you can watch every game,  Paramount+ subscribers will be able to watch all the games televised by CBS, while subscribers to Max's B/R Sports Add-On can catch the remainder of the games.

From the Selection Show all the way until the playing of "One Shining Moment" after a champion is crowned, CBS Sports and TNT Sports will be bringing you the magic.

Let's take a look at the 2024 March Madness announcing teams as well as the remaining schedule for the 2024 NCAA Tournament.

2024 March Madness announcing teams

Play-by-Play | Analyst(s) || Reporter * Regional Weekend announce teams

  • Ian Eagle | Bill Raftery, Grant Hill || Tracy Wolfson*
  • Brian Anderson | Jim Jackson || Allie LaForce*
  • Kevin Harlan | Dan Bonner, Stan Van Gundy || Andy Katz*
  • Andrew Catalon | Steve Lappas || Evan Washburn*
  • Lisa Byington | Steve Smith, Robbie Hummel || Lauren Shehadi
  • Spero Dedes | Jim Spanarkel || Jon Rothstein
  • Tom McCarthy | Deb Antonelli, Avery Johnson || AJ Ross
  • Brad Nessler | Brendan Haywood || Dana Jacobson

2024 NCAA Tournament schedule, dates

Thursday, March 28 Crypto.com Arena -- Los Angeles (Game 1, Game 3) | TD Garden -- Boston (Game 2, Game 4) * Tip time may be delayed if prior game at site ends late

Friday, March 29 American Airlines Center -- Dallas (Game 1, Game 3) | Little Caesars Arena -- Detroit (Game 2, Game 4) * Tip time may be delayed if prior game at site ends late

Elite Eight

Saturday, March 30 -- 6:09 p.m. start (TBS) Crypto.com Arena -- Los Angeles | TD Garden -- Boston Sunday, March 31 -- 2:20 p.m. start (CBS) American Airlines Center -- Dallas | Little Caesars Arena -- Detroit

Saturday, April 6 -- 6:09 p.m. start (TBS / TNT) State Farm Stadium -- Glendale, Arizona

National Championship

Monday, April 8 -- 9:20 p.m. (TBS / TNT) State Farm Stadium -- Glendale, Arizona

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COMMENTS

  1. Doing Homework When You Have ADHD Is Painful

    ADHD and homework mix like oil and water. All of the little details — from writing down assignments to remembering due dates — require intense focus and memory. With these routines, teachers and parents can replace after-school tantrums with higher grades. Doing homework when you have ADHD is painful. Students have to copy assignments ...

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    This is true under normal circumstances. With the COVID-19 pandemic, some individuals with ADHD may have thrived, while a large number struggled even more with completing schoolwork and homework assignments. Understanding why this pattern occurs can help you identify and implement strategies that more effectively assist your child or teenager ...

  3. Not Turning In Homework? Helping Kids with ADHD Remember

    Solutions in the Classroom. Children with ADHD need a high degree of supervision and structure in the classroom. A monitoring system that provides students with cues and reminders can help. Provide copies of assignments. Give students written copies of homework assignments whenever possible. This will ensure they have the complete assignment.

  4. 11 Study Tips for People with ADHD

    1. Do a body check. "I always start with the body check," says ADHD coach and tutor Kit Savage. "You don't need to have a dedicated environment to study, like your bedroom or the kitchen ...

  5. ADHD Homework Strategies: Study Smarter, Not Harder!

    A girl uses ADHD homework strategies to finish her assignments 2 of 12 2. How Should We Begin Homework? When you first sit down to do homework, take two minutes to put loose papers into the proper folders. Use the next eight minutes to reread notes and/or handouts from school. These 10 minutes will save you hours of searching and studying.

  6. 7 Tips for College Students: How to Study With ADHD

    It can lead to greater self-determination and direction, reduced feelings of overwhelm and anxiety, and increased self-confidence and self-sufficiency. 7. Manage Your Medication. One study found that only around 53% of college students with ADHD adhere to their medication plan. Poor medication adherence can have serious consequences ...

  7. 7 reasons kids with ADHD often rush through homework

    Here are some of the most common reasons kids with ADHD race through their homework assignments. 1. Trouble holding on to information. Trouble with working memory can make it hard for kids with ADHD to keep information in mind as they do their homework. Instead of taking their time to think through their answers, they might scribble them out as ...

  8. Schoolwork at Home with ADHD

    Set a timer for 25 minutes. After the 25 minutes, take a 5-minute break. After four "pomodoros" (or 25-minute chunks), take a longer break of 15-30 minutes. There are several apps that help keep track of pomodoros, such as "PomoDone," "Focus Keeper," or "Marinara Timer.". For younger children, or teenagers with severe ADHD, this ...

  9. With ADHD Homework Can Be Tough: Here Are 3 Strategies For Success

    Step 1: Make a game plan. Break homework or projects into smaller more manageable tasks. Check-in, in and make a big deal when he's accomplished one or a set of tasks. For many kids, time is too abstract of a concept. Consider using candy or baseball cards and letting him know he'll be rewarded when the task is complete.

  10. 6 Ways to Improve Study Habits For Kids with ADHD

    2. Break up study time. 3. Stay on schedule. 4. Plan studying around medication. No kid likes homework. But for a child with ADHD, homework time can be extra hard. Assignments that might take ...

  11. Homework Problems & ADHD?

    Attention Magazine April 2018. Download PDF Use Research-Based Strategies that Work. PROBLEMS WITH HOMEWORK COMPLETION are the most common and frustrating challenge faced by parents and teachers of children with ADHD. These children may perform well on tests but receive low or failing grades due to incomplete or missing assignments.

  12. ADHD Struggles: 8 Obstacles and How to Overcome Them

    To mellow your mind, try some mindfulness exercises. Focus on the present moment and take some deep breaths. You can try repeating a mantra that encourages you and helps you to focus on one ...

  13. 10 Homework & Study Tips for Students with ADHD/ADD

    The bedroom is a place for sleep, rest, and relaxation — not work and stress. 2. Create a consistent schedule. It is important for kids with ADD/ADHD to have a consistent routine. This will help your child start his or her homework and focus. Set a time each day for your child to sit down and complete his or her work. 3.

  14. How to Succeed in High School with ADHD: A Teen's Guide

    Immediately after a difficult class, review your notes. Then read them again in the evening. Reviewing notes on the day you take them can double the amount of information you retain. Multitask — quietly. Do your homework or read in class, if it helps you to focus. (Consider sitting in the front, to avoid distractions.)

  15. ADHD in the Classroom

    Parents report that only about 1 in 3 children with ADHD receive behavioral classroom management. 2. The behavioral classroom management approach encourages a student's positive behaviors in the classroom, through a reward systems or a daily report card, and discourages their negative behaviors. This teacher-led approach has been shown to ...

  16. ADHD Freeze: Understanding Task Paralysis

    ADHD mental paralysis. A state of overwhelm from too many converging thoughts and emotions. It may make it challenging to speak, move, or convey what's going on in your mind at the moment. ADHD ...

  17. Teaching Students with ADHD

    Listen quietly. Pay attention. Follow instructions. Concentrate. These are the very things kids with attention deficit hyperactivity disorder (ADHD or ADD) have a hard time doing—not because they aren't willing, but because their brains won't let them. That doesn't make teaching them any easier, of course.

  18. Understanding ADHD: Navigating Guilt and Shame

    While some symptoms of ADHD include lack of focus, difficulties with organization, losing items frequently, interrupting, difficulty finishing assignments, and engaging in activities quietly ...

  19. How to Cope with ADHD and Perfectionism

    Both perfectionists and people with ADHD tend to be sensitive to criticism and can be easily discouraged when they can't complete goals. Source: Designer491/iStock. Perfectionists tend to over ...

  20. Turning Challenges from ADHD into Strengths

    Twentysomething Justin Lafond sheds light on growing up with ADHD. Twentysomething Justin Lafond sheds light on growing up with ADHD. Skip Navigation. Menu Close Student Success; Your Rights & Workplace ... to focus solely on that one assignment, task, or job, has been crucial for Justin — back in school, in college, and now at work. ...

  21. ADHD Homework Helper: 13 Easy Study Skills

    If a homework assignment is boring, play music or TV at low volume. For reading, break assignments into segments marked by colored paper clips. When the student reads as far as the clip, he can take a well-deserved break. Skip missing information. Students with ADHD often look for excuses to stop doing their homework.

  22. r/ADHD on Reddit: I can't focus on college assignments no matter how

    Take a walk and let your mind wander. You can try and brainstorm ideas for your assignment as well. Put on some music or background noise (I would sometimes put on high energy gaming videos, maybe because I grew up listening to my brothers yell at games) Hand-write notes or use a whiteboard.

  23. I Was Diagnosed With ADHD in My 50s; It Was a Relief

    I worked with my kid's school. We began to work with his school in the form of a 504 plan and later an Individualized Education Program.In meetings, as his teachers expressed frustrations, they ...

  24. 'Everybody has a breaking point': how the climate crisis affects our

    Boys had 60-fold and 20-fold increased risks of ADHD and conduct disorder, respectively. Children expressed symptoms of the conditions as early as preschool. View image in fullscreen

  25. How to Focus on Homework with ADHD

    Schedule a five-minute break for every 20 minutes of work. Short, frequent breaks help children with ADHD recharge. Respect your child's "saturation point.". If he's too tired or frustrated to finish his homework, let him stop. Write a note to the teacher explaining that he did as much as he could.

  26. Private school students get fake ADHD diagnoses, boost SAT

    Teenagers are getting bogus ADHD diagnoses to score extra time in standardized testing exams — and numbers are surging after the tests were reintroduced by elite Ivy League colleges.

  27. ADHD Homework Stress: How to Get Assignments Done

    Step 1: Get the Teachers On Board. For many kids with ADHD, bringing home each day's assignments is as tough as the work itself. Teachers should post the day's assignments, read them aloud to reinforce, and distribute assignment sheets or make sure that there is time in class for each child to record homework homework assignments in a planner ...

  28. 2024 March Madness TV schedule: How to watch the NCAA Tournament

    Once we get to the Final Four, you will notice veteran Ian Eagle stepping in as the lead play-by-play announcer, replacing the legendary Jim Nantz, who stepped away in 2023.