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Educators today understand how a student’s behaviors related to ADHD manifest in the classroom much better than their counterparts did 25 years ago. But too many teachers still fail to recognize the academic and social struggles that can plague students with ADHD inside and outside the classroom.

For many students with ADHD, it’s difficult to imagine anything worse than a contemporary classroom: six-hour days filled with expectations of sitting still, following endless instructions, completing tedious tasks, and navigating social situations. It’s not surprising, then, that academic outcomes for some of these students are worse than they are for students without ADHD.

For too long, educators have focused almost exclusively on reducing symptoms (e.g., fidgeting, interrupting, losing focus) in the classroom, but this approach does not necessarily improve a child’s academic outcomes. Evidence-based interventions and supports to reduce specific ADHD-associated impairments and to build adaptive functional skills are needed for long-term academic success — but not always provided in IEPs and 504 Plans. Approaches to improve a student’s social relationships with peers are often left out of such accommodations, but they are equally important to a child’s success.

In this webinar, educators and caregivers will learn:

• How the core features of ADHD are often magnified by the expectations in classrooms, and how this makes it harder for students to experience success in school
• About the limitations of some approaches that focus exclusively on a student’s symptom management and ignore other areas of impairments
• About strategies, supports, and approaches that can help students with ADHD flourish

Have a question for our expert? There will be an opportunity to post questions for the presenter during the live webinar.

Meet the Expert Speaker:

Gregory A. Fabiano, Ph.D., is a professor of Psychology at Florida International University. His interests include evidence-based assessments and treatments for children with ADHD.  He is the author of two books, Interventions for Disruptive Behavior Disorders: Strategies to Support Success; Daily Behavior Report Cards: An Evidence-Based System of Assessment and Intervention. (#CommissionsEarned) Dr. Fabiano is also the developer of a Massive Open Online Course entitled “Everyday Strategies for ADHD” that has been completed by more than 6,500 online students across six continents. A cross-cutting theme throughout his work is developing intervention programs that are effective for children and families within the contexts of their everyday environments. Dr. Fabiano’s work has been continuously funded by federal agencies and foundations since 2006. In 2007, Dr. Fabiano was nominated by the Department of Education and invited to the White House to receive the Presidential Early Career Award for Scientists and Engineers, the nation’s highest honor for early career investigators.

#CommissionsEarned As an Amazon Associate, ADDitude earns a commission from qualifying purchases made by ADDitude readers on the affiliate links we share.

Certificate of Attendance: For information on how to purchase the certificate of attendance option (cost $10), register for the webinar, then look for instructions in the email you’ll receive one hour after it ends. The certificate of attendance link will also be available here, on the webinar replay page, several hours after the live webinar. ADDitude does not offer CEU credits.

Closed captions available.

As The Washington Post recently reported, the Adderall shortage is causing disruptive and frustrating ripples in the academic and social lives of students with ADHD.

New limits on controlled drug supplies, paired with increased demand for that supply and lingering supply chain disruptions, have touched millions of patients prescribed ADHD stimulant medication. The medication shortage, now entering its eighth month, has had a jarring effect on families, especially the parents who are expected to manage their kids’ modified treatment plans and adapt to the pain points of tracking down and trying out new medication options.

Recently, ADDitude asked parents and teachers: Have you noticed the impact of the ongoing Adderall shortage on any of your students’ school and homework performance? Their classroom behavior?

Their answers point to a domino effect wherein the Adderall shortage has caused constrictions in other medications’ supplies. The cost of alternative, name-brand drugs can run significantly higher than Adderall, causing a financial burden that not every family can sustain.

Inadequate medication coverage is causing some children to experience behavioral problems in the classroom. Some students are not consequently showing up for school, or they’re being kept home, according to caregivers, roughly half of whom also have ADHD. Adults who relied on Adderall, including teachers, say they are struggling to attend to their own responsibilities — many of which directly impact their kids. That includes getting to school on time, reviewing homework, and sticking to a consistent routine.

[Download: Free Parenting Guide for Caregivers with ADHD]

The Adderall shortage may be temporary, but the repercussions could have a lasting emotional, social, and academic impact on developing kids. Hear what caregivers had to say about the Adderall shortage, below, and contribute your experience in the Comments section, above.

Adderall Shortage: Impact on Students with ADHD

“Some children who had used Adderall in the past have been changed to a different medication. The interruptions, resets, and resumption of new medications is noticeable in the classroom. Management tools and strategies are very helpful at these times.” — Jo Ann, Missouri

“The Adderall shortage is creating huge anxiety in my daughter, which leads to migraines. She does not function as well on other medications.” — Lisa, New York

“We couldn’t get the medications we needed, and had to get Vyvanse. It’s working, but the first fill was $400 with insurance. Not everyone can bear that, which may stop people from taking their medications at all. Neither of our two kids can do homework well without ADHD medications.” — An ADDitude reader

[Read: Could You Be Saving Money On Your ADHD Medication? Find Out Here]

“I am a teacher who has ADHD. For myself, luckily, I haven’t experienced a shortage for the slow-release Adderall, yet. For my students, absolutely. I noticed a huge increase in the number of students who fail to turn in assignments on time or fail to come to school.” — Noelle, New York

“We were briefly affected by the Concerta shortage prior to Adderall and, yes, it was difficult. My son relies on his daily medication to function. If I cannot give it to him, I will keep him home from school because I cannot send him into battle without the proper weapons to be successful. During those few months, I had to be proactive in contacting different pharmacies within short periods of time. I was also prepared to pay for the name brand out of pocket if we could not access the generic, as insurance would not cover the name brand.” — Amanda, North Carolina

“I have not noticed this, but the high cost of Vyvanse has definitely affected some of the lower-income high school students that I teach. Many lower-income families simply cannot afford it and are forced to use a drug that is less effective.” — Donna, Texas

“As a person, I need my Adderall to function. As a mom, I need my Adderall to support my kids. The shortage has left me unable to drive for field trips, get my kids to school on time, or even get out of bed at times.” — Lacey, California

“I am not always made aware if/when my students are on medications and/or when they stop, start, or change. However, I have observed changes in certain students’ behaviors (e.g. increased inattention, increased physical impulsivity).” — Theresa, Georgia

“As a teacher, it is a difficult (and blurry) line when it comes to medications and students. I have to assume a lot of students are medicated, but because their parents have not shared this with the school, I may not know for certain. And even if the information has been shared with the school, that doesn’t mean I am privy to that information as a classroom teacher. So, at this moment, I really don’t know if there are students who are being impacted by the Adderall shortage. What I know is that personally I am, and it makes my days very difficult.” — Brianna, Iowa

“My 14-year-old son started a generic Concerta this year for the first time. A few weeks ago, I couldn’t find a pharmacy to fill the generic. Eventually, I figured out that my insurer’s online pharmacy could fill a brand name Concerta prescription. In the meantime, about three weeks went by when my son struggled more with homework and tests. I am told the Concerta shortage is a result of Adderall patients seeking alternatives.” — An ADDitude reader

“Our oldest son with ADHD is already out of college and working. I know the shortage has affected his ability to feel like he’s performing well at his new job. He’s developed other strategies that he’s implementing (through years of CBT), but I have noticed that things seem to be more of a struggle than they were a year ago for him.” — Jenny, South Carolina

“I am a preschool teacher; my students are largely unmedicated. However, the shortage has affected my co-workers and some of the parents of my students in a noticeable manner. One parent-teacher conference devolved into hysterical laughter because everyone forgot all the important paperwork. I’m lucky I found a non-stimulant option for myself.” — Holly, Washington

“I am no longer a teacher, but I can say that for me, personally, I am having a hard time completing any tasks, and I am surprised I am even completing this task right now. I suppose it’s because I have other, what I might consider more important things to do, and answering this question is a distraction.” — Marisa, Georgia

“I was worried for my son, but his psychiatrist worked out other medication options with him.” — Cathy, California

Adderall Shortage: Next Steps

• Download: ADHD Medication Tracking Log
• Read: What Do You Mean You’re All Out?
• Read: A Patient’s Guide to Overcoming ADHD Medication Disruptions

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Hi Procrastinating Mom,

As an ADHD student coach for teens and college students, I have worked with kids labeled “procrastinators” or called lazy, weak, and even stupid (I hate all those words!) for as long as they can remember. I routinely challenge those students’ parents — and the students themselves — to look at “procrastination” through a different lens.

Here’s the definition I use when coaching my student clients and their parents:

Procrastination is the act of putting something off or not doing something despite knowing that a negative consequence is likely to happen.

When we describe procrastination, we often leave off the second part of my definition — knowing a negative consequence is likely to happen.

Delaying something (particularly from someone else’s point of view) doesn’t necessarily make your son a procrastinator. Think about it: We all put off things occasionally; we say we’ll do it later; we don’t always finish what we start. When that happens, there’s often no horrible, earth-shattering, life-is-over consequence. This is important for students with ADHD to hear.

[Free Download: How to Focus (When Your Brain Says ‘No!’)]

Why Procrastination Works for ADHD Brains

Waiting until the last minute works for some students with ADHD and executive functioning challenges. A looming deadline activates and jumpstarts their engines, making them uber-focused on completing their work with their creative juices flowing freely.

Procrastination may be a hard pill to swallow for parents who get things done two weeks in advance (I’m like this.), but that doesn’t mean it’s ineffective or bad. When my son was younger, I had to remember that he worked best as a “last minute kind of guy,” and getting him to do things way in advance stunted his creativity and productivity. It made the work harder for him and the tension in our house harder for me. (I’m not proud.)

I constantly hear from my students that they feel powerless and want control over their time and tasks. In other words, they want agency as to when and how they accomplish their work. Remember, getting motivated to do what someone else determines is important or timely is truly difficult for all of us — even more so if that structure clearly doesn’t work for you.

A Different View of Procrastination

Let me share one story to illustrate my point.

Many years ago, I was parent coaching a mom of a 16-year-old, who shared with me a conversation she had with her son that changed her mindset and how she viewed her son’s “perceived procrastination.”

[Self-Test: Does My Child Have ADHD?]

It was Thursday afternoon, and he had a short paper due by Monday at 11:59 p.m. He didn’t feel the urgency to work on it during the weekday, although he had free afternoons. He was planning to write it on Sunday morning. It was his only assignment that weekend, and he liked knowing his deadline loomed close. The paper didn’t require research, just reflection, and he was confident that this plan worked best for him. His mom voiced her frustration repeatedly as he tried to explain his thought process. After a bit of back and forth, her son quietly said, “You can yell at me all you want at midnight on Monday if my paper isn’t done. But not a minute before.”

Quite powerful, no?

Here’s my advice: Allow your son to trust his instincts. Give him the choice and control to make his own decisions and let him lead the way. You’ll know — and he’ll know — if it’s the right path.

Good luck!

Procrastination: Next Steps

• Read: Why Procrastination Is OK
• Read: Procrastination Guide for Parents
• Download: 5 Powerful Brain Hacks for Focus & Productivity
• Watch: This Video Explains How to Combat Procrastination

ADHD Family Coach Leslie Josel, of Order Out of Chaos, will answer questions from ADDitude readers about everything from paper clutter to disaster-zone bedrooms and from mastering to-do lists to arriving on time every time.

Submit your questions to the ADHD Family Coach here!

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Register to reserve your spot for this free webinar and webinar replay ►

Not available June 6? Don’t worry. Register now and we’ll send you the replay link to watch at your convenience.

Adolescents with ADHD are more likely to experience bullying for a variety of reasons, including missing social cues, blurting out in class, struggling academically, having difficulty making friends, displaying a lack of empathy, being clumsy or having poor impulse control, and associating with peers who are more likely to engage in bullying. Students in middle and high school may even believe they bring bullying on themselves due to their inappropriate behavior.

The effects of bullying can be devastating. Adolescents who are bullied experience negative mental health outcomes, including depression and anxiety, that can last into adulthood.

In this webinar, you will learn about:

• Research suggesting adolescents with ADHD are more likely to experience bullying
• Predictors of bullying
• How to identify the signs of bullying
• Strategies to prevent further bullying
• Approaches to use if your child is the bully

Have a question for our expert? There will be an opportunity to post questions for the presenter during the live webinar.

Meet the Expert Speaker:

Dr. Rosanna Breaux is a licensed clinical psychologist, director of the Virginia Tech Child Study Center, and Assistant Professor of Psychology. Her research focuses on the social, emotional, and academic functioning of children and adolescents, particularly those with ADHD. Dr. Breaux is also working to evaluate and disseminate the RELAX intervention, which targets emotion dysregulation and interpersonal conflict in adolescents.

Webinar Sponsor

The sponsor of this ADDitude webinar is…

Play Attention: NASA Inspired technology that improves executive function & self-regulation. For over 25 years PLAY ATTENTION has been helping children and adults thrive and succeed. Tufts University School of Medicine found Play Attention significantly improved attention, executive function, academic performance and behavioral control of ADHD students. Your program will include a Lifetime Membership and a Personal Executive Function Coach to customize your plan along the way. Home and professional programs available. Call 828-676-2240 or click here for our FREE eBooks on Executive Function, Anxiety, Self-Regulation, Mindfulness, and more! | www.playattention.com

ADDitude thanks our sponsors for supporting our webinars. Sponsorship has no influence on speaker selection or webinar content.

Certificate of Attendance: For information on how to purchase the certificate of attendance option (cost $10), register for the webinar, then look for instructions in the email you’ll receive one hour after it ends. The certificate of attendance link will also be available here, on the webinar replay page, several hours after the live webinar. ADDitude does not offer CEU credits.

Closed captions available.

Hi CollegeJunior:

Have you ever heard the expression “in the zone?” Some people call it doing deep work or harnessing a flow state.

While in a flow state, you can focus, concentrate, and filter out distractions. It feels like you’re locked into a task and making real progress toward completing it. People in a flow state feel confident, invigorated, and powerful, likely because there is a sense of control and accomplishment surrounding the task.

Entering a flow state can feel natural and even intuitive for some people. For others, especially those with ADHD, finding flow can seem impossible. After all, the very hallmarks of ADHD are difficulty focusing or concentrating and filtering out internal and external distractions. However, almost anyone can create the conditions to achieve a flow state.

Flow State: 10 Tips

Here are my top 10 strategies for creating the conditions for optimum flow.

1. Create Time to Focus

Look at your calendar and block off periods where you can work without distractions. You may want to schedule these blocks around specific activities or times when you’re naturally more productive and alert or when fewer people are around.

[Free Download: How to Focus (When Your Brain Says ‘No!’)]

2. Define What You’ll Work On

My student-coaching clients miss this step the most. They either come to the table not knowing how to use their time, or they do not clearly and specifically define their tasks.

Let me explain.

When you define your work, you need to be as concrete and specific as possible. For example, you may use your time to write a history paper. But within that assignment, there are tasks like “conduct preliminary research,” “craft theme or thesis statement,” or “write the first draft,” etc.

To optimize your time and attention, be as specific and detailed as possible in defining the work ahead. For example, you may define your task as “draft first four pages” or “draft introduction and conclusion.”

3. Shout and Share

To foster accountability, share what you are working on with someone else. Tell your study group. Phone or text a friend. Getting it out of your head and into the universe will help motivate you to finish the work. If you are uncomfortable sharing, then write it down. Many of my students post their intentions on their walls or computers. No matter what you do, please don’t keep it to yourself.

[Free Download: 5 Powerful Brain Hacks for Focus & Productivity]

4. Work on One Thing at a Time

A fancy word for this concept is “monotasking.” Fun fact: Researchers at the University of California, Irvine, discovered that it takes an average of 23 minutes and 15 seconds to get your attention back on a task or project after you’ve been interrupted (or interrupted yourself). ¹ In other words, switching between subjects or projects can cost you valuable time.

5. Work in Bursts

It’s easier to stay focused if you have a stopping point. If you remember that “done” doesn’t have to mean “completely done,” your work bursts can be more productive and constructive because you’ve already set your expectations. For example, if you only have one hour to work on a project, you can stay on task because you know that you will be done at the end of the hour. And that point of done becomes the starting point for your next work burst.

6. Schedule Breaks

If you have more than an hour to work on your project, set specific times for a break. Think of this as stringing together bursts with short breaks in between. The breaks give your brain — and body — time to rest and recharge. Use your breaks productively. Go for a quick walk. Stretch or do some short exercises. Have a snack or sip. Switch your location. Please don’t work on another project or do an activity or task that will be hard to stop when your break ends, such as scrolling your social feeds.

7. Eliminate all Distractions

Create a “Do Not Disturb” environment. Shut down the tabs or install distraction apps on your computer. Turn off your phone and place it in another room. Having your phone in the same room, even when turned off, can limit cognitive performance. Do whatever you need to physically take yourself off the grid.

8. Generate Energy

Before starting, do some jumping jacks, run in place, or dance around your room. The movement will energize you and get the blood flowing through your body and brain.

9. Set Up Your Workspace

Your environment plays a huge role in helping you get in a flow state to complete your work. If you don’t like where you spend your time, you won’t get down to business. Aim to create an environment that motivates you and supports the work you need to do. Consider everything from the room’s color to having a stash of your favorite pens on hand. Don’t forget about food. There is no better magic elixir for conjuring a flow state than food. So, make sure to have your favorite beverage or snack on hand.

10. Create a Work Ritual

Use the time before you tackle a task to prepare your brain for deep work by purposefully performing actions that will ensure a smooth transition into a flow state. For example, before I work on any writing assignment, I check my emails and text messages, shut off my phone and place it in another room, pour my favorite beverage, and turn on my “focus” music. Performing a work ritual allows me to transition easily into deep work.

Creating the optimum conditions for deep work takes time. You’ll need to determine what works for your learning and working style. So don’t get discouraged. Trust yourself. Keep trying different approaches until you find what works best.

Good luck!

Flow State for ADHD Minds: Next Steps

• Read: Where Focus, Fatigue, and Fidgeting Meet
• Read: Hyperfocus Is the ADHD Phenomenon of Intense Fixation
• Download: ADHD Time Assessment Chart
• Watch:This Video Explains ADHD Hyperfocus

ADHD Family Coach Leslie Josel, of Order Out of Chaos, will answer questions from ADDitude readers about everything from paper clutter to disaster-zone bedrooms and from mastering to-do lists to arriving on time every time.

Submit your questions to the ADHD Family Coach here!

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Source

¹Mark, G., Gudith, D., & U. Klocke,. (2008). The Cost of Interrupted Work: More Speed and Stress. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems. 107-110. https://doi.org/10.1145/1357054.1357072

Books don’t typically compete with the fast pace, easy excitement, and instant gratification of TikTok, Snapchat, and YouTube — especially for ADHD brains that crave stimulation. Many teens who struggle with print, whether because of dyslexia or another learning difference, would rather scrub the bathroom than crack open a work of literature. That’s where audiobooks fit in.

Far from the dry “books on tape” of yesteryear, new audiobooks come to life with high production values, celebrity narrators, and often a multi-person cast of voice talent. Readers have noticed the improvement, and they are riding the audio wave in record numbers: the most recent report from the Audio Publishers Association shows that sales have increased by double digits each year for 10 straight years. Among the most popular genres are fantasy, science fiction, and mystery — all hugely popular with a teen audience. What’s more, audiobooks can bolster reading skills, according to recent research, including a study published in Journal of Neuroscience, which found that the brain responded the same way to content, whether read or heard. Long story short: audiobooks are worth a look — or, rather, a listen.

So, we’ve compiled a list of 10 terrific audiobooks that will rivet young adult readers. Spanning fantasy, historical fiction, dystopian lit, love stories, and murder mysteries, every book on our list features voice actors who powerfully conjure the story, drawing in even the most resistant teen.

As I quietly reflected on how to achieve that, I jotted down a list of essential presentation components: statistics on learning differences, findings from peer-reviewed journals (naturally), quotes from psychologists — anything I thought would make an impact on this group of teachers. Still, for all their compassionate intentions, it was possible they would forget my words by Monday morning.

Then I realized what was missing: the human element. To put yourself in someone else’s shoes is a powerful way to appreciate (or try to appreciate) the lived experience of others. That’s what I wanted the teachers to do.

On the day of the training, I asked the teachers to try some exercises to better understand the top challenges facing their students with learning differences. I still use these and other simulations for educators today.

Simulations for Educators: Activities to Understand Students with ADHD and LDs

To Simulate Difficulty with Focus

For this activity, I have teachers read a short text on a screen and try to retain key points (like names, dates, and places) without taking notes and while loud, distracting noises (traffic, children playing, birds tweeting, and so on) play. The text also disappears off and on the screen during the activity, interrupted by intermittent thought bubbles that display questions like, “I wonder if it’s going to rain later” and “Did I remember to switch off the gas?”

[Get This Free Download: What Every Teacher Should Know About ADHD]

Without warning, the text abruptly disappears from the screen, replaced by a series of questions about the text. The teachers then have a few minutes to answer those questions.

To Simulate Sensory Overload

I ask teachers to take a short quiz in this activity, but the quiz isn’t the main point. The purpose is to gauge how they feel in their environment as they’re taking the quiz and as multiple environmental changes are taking place, unbeknownst to them. These changes are meant to provoke strong sensory responses similar to those experienced by students with sensory processing challenges.

Before starting the quiz, I have teachers sit uncomfortably close to one another (within reason). I also bring in a few extra lamps. During the quiz, I turn up the heating, turn on the extra lamps, keep blinds wide open if there is bright sunlight, type loudly on my keyboard, and shuffle papers. I also start a ticking countdown timer or coordinate ahead of time with the room next door to have them make lots of noise during the quiz.

To Simulate Auditory Processing Difficulties

In this listening exercise, teachers have to write as I read aloud from a passage. (I choose an intermediate-level text). However, embedded into every sentence is a completely made-up, nonsense word. As I read, I do not stop to explain or spell this word. I continue to read as if I’ve said nothing unusual, ignoring the looks of confusion and other reactions from the audience.

[Read: What Is Auditory Processing Disorder? Symptoms, Comorbidities, and Exercises]

To Simulate Visual Strain

Many students with dyslexia experience visual perception issues that affect reading. (Though visual strain is also common in dysgraphia and other learning differences.) Black text against white backgrounds tend to cause most visual strain, even causing letters to appear blurry, distorted, and at different line heights. This is somewhat straightforward to simulate. I have teachers read blurry black text printed on a white sheet of paper, and I ask them to compare that to the experience of reading the same text, but printed in blue and on cream-colored paper. The latter, of course, reduces visual strain.

Put Yourself in Their Shoes: Helping Neurodivergent Students Succeed

Ultimately, a neurotypical person can never truly understand the neurodivergent experience. But, without fail, there is always a tangible shift in the room following these exercises. I know that I’ve hit the mark when I hear “wows” and see heads nodding — or shaking. Teachers will share that the activities made them feel “stupid,” “frustrated,” “uncomfortable,” and “ashamed.” They are instantly curious and eager to know what they can do to avoid making their neurodivergent students feel this way. They want to know how to become inclusive educators who can help all students succeed. They want to enact real change.

Simulations for Educators: Next Steps

• Free Download: The Teacher’s Guide to Common Learning Challenges
• Read: “How Teachers Can Initiate and Promote Inclusive Education”
• Read: 7 Surprising Ways ADHD Shows Up in the Classroom

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Tell any reluctant reader that it’s time to tackle summer reading and you’ll endure groans, moans, and major eye rolls. Though it’s sold as “fun and stimulating,” summer reading is anything but for many readers with ADHD and learning differences. For these kids, who dread cracking open a hardcover, audiobooks may be the secret to unlocking summer growth.

Audiobooks can build and bolster reading skills for a wide range of kids, a fact supported by research. A recent study published in the Journal of Neuroscience mapped the brains of participants while they listened to content vs. read it in print, and it found the brain responded the same way to the content, regardless of its format.

For kids with dyslexia who struggle to decode books with grade-level content, audiobooks offer the ability to access more sophisticated (and often more engaging) writing, which strengthens reading abilities and nurtures an interest in books. For some kids with ADHD who find sitting still and attending to the page tedious, an audiobook can provide just the right kind of stimulation and motivation.

Not all audiobooks are created equal, though. So, we’ve amassed a list of 10 amazing middle grade audiobooks that combine attention-grabbing voice talent with attention-keeping story lines and characters. While the books span genres — from fantasy to historical fiction and everything in between — what they all have in common is engaging writing and narration that will pull reluctant readers right in and keep them hooked.

Hi PlanningMom:

Studying for exams is a juggling act, especially when it needs to happen alongside a student’s daily assignments and activities. It’s easy for students to drop a ball. This is why planning is essential for productivity and time management. I teach my student-coaching clients how to study by creating a plan using the following seven steps.

Building an ADHD Study Plan: 7 Steps

Step #1: Create a Calendar

I always start my study planning sessions using 8 1/2 X 11 unlined paper or my preprinted Study Planning Guide, which you can download for free on my website. Using paper allows you to easily see the whole picture immediately.

Working backward from the exam day, I have students create a two-week calendar if the exam is scheduled for the beginning of the second week. If the exam is toward the end of the week and they’re only planning for one exam, a one-week calendar beginning on the weekend may be all they need.

Next, I have students add the exam date and mark off any days or times they cannot study — Saturday afternoon, Tuesday after school, etc. This allows them to visualize available blocks of time and anything that might get in their way of studying. Finally, I tell students to enter the days and times of study groups or review sessions on the calendar.

[Free Download: Learning Tools that Improve Productivity]

Step #2: Define What Topics Will Be Covered

I caution students to be careful with this next step. Referencing an exam as “Study for ancient history test” or “Study for Mesopotamia exam” is too vague and can cause overwhelm or task avoidance.

Instead, students should break studying into manageable parts and hone in on specific topics. I have students answer this question: What topics will be covered on the exam?

The answer may look like this:

• The seven gods
• System of government
• Religious system
• Inventions
• Cultural influences on other empires

See the difference?

Students can then assign each specific topic to a study block.

Bonus tip: Students unsure about what will be covered on an exam should head back to the syllabus, textbook chapters, or old homework for clarification and confirmation.

Step #3: Take Stock of Study Tools

Students often miss this step. Study tools, especially non-boring ones, are essential to a successful study plan. (Read more about study tools and how to incorporate different modalities or experiences into the study practice in the ADDitude article “Q: Why Does My Son Meltdown When It’s Time to Study?”

[Free Download: What Are Your Teen’s Weakest Executive Functions?]

Students can take stock of their study tools by asking three questions:

1. What tools will I use?
2. What tools do I already have?
3. What tools do I need to create?

The answers may include:

1. What tools will I use? (Flashcards, YouTube videos, attending study groups, review sessions, etc.)
2. What tools do I already have? (Old homework, teacher’s study guide, etc.)
3. What do I need to create? (Flashcards, outline, etc.)

Step #4: Determine the Time Needed to Study

This step takes practice to perfect because there are many factors for students to consider, such as:

• Do I feel confident in the material?
• Do I need to create many new study tools?
• Is this exam cumulative? Will it cover material from the beginning of the year?
• Did I finish all the reading required for the exam?

Step #5: Assign Subject Blocks to Specific Days

There are a few rules of thumb to follow when assigning blocks of time to a study schedule:

1. Start studying at least three to four days before an exam. Doing so gives students extra padding if the unexpected rears its ugly head. What happens if there’s no time to study on Tuesday, but Monday is wide open? This also allows students the flexibility to make necessary adjustments. Study time can be doubled on Monday if Tuesday is jam-packed, or students can begin studying on Sunday, for example.
2. Only schedule study blocks for 45 minutes to one hour. Students’ brains need a much-needed break after focusing for that length of time.

Bonus tip: A study group or teacher-led review session counts as a study block.

Step #6: Assign Specific Tasks to Each Block

The calendar might look something like this if the test is on Friday.

• Monday: Create flashcards.
• Tuesday: Review old homework and quizzes. Answer textbook questions. Redo old homework.
• Wednesday: Watch YouTube videos. Review study guide. Attend the 4 p.m. study group.
• Thursday: Take the practice exam. Review all material.

Bonus tip: On the first day of a study plan, set up and create any needed study tools. My student-coaching clients find that separating the setup from the actual studying prevents procrastination and eliminates the difficulty of “getting started.”

Step #7: Transfer the Study Plan to Planners or Electronic Calendar

This is a crucial last step! Students must have easy access to their study plans to see when, where, and how they will study. Make sure to add study plans to paper planners, phone calendars, tablets, etc.

Good luck!

How to Study: Next Steps

• Learn: How to Study Effectively with ADHD – Tips for Students
• Read: Smart Study Techniques for Any Type of Test
• Download: Smart Homework Strategies for Caregivers & Teachers
• eBook: The Parent’s Guide to Raising a Teen with ADHD

ADHD Family Coach Leslie Josel, of Order Out of Chaos, will answer questions from ADDitude readers about everything from paper clutter to disaster-zone bedrooms and from mastering to-do lists to arriving on time every time.

Submit your questions to the ADHD Family Coach here!

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

In ADHD grandfamilies, grandparents are raising or helping to raise their grandchildren for a variety of reasons — while simultaneously learning how to parent and support a neurodivergent child, often for the first time. So much has changed in our understanding of ADHD and its comorbidities, and grandparents are working hard to catch up and help out.

If your grandchild has ADHD, you likely struggle with kickstarting the morning routine, tackling and turning in homework, doing chores, and even sitting at the dinner table. Navigating your role as a grandparent—whether you’re raising your grandchild or just contributing to childcare—requires patience and energy when your grandchild presents with inattentive, hyperactive and/or impulsive behavior.

In this webinar, grandparents will learn:

• About the three presentations of ADHD and how each can affect a child’s life at home, at school, and in peer relationships
• About evidence-based behavior management strategies to improve interactions with your grandchild
• How to address everyday struggles, such as getting ready in the morning, starting and completing homework, following directions, and balancing screen time
• How to avoid common pitfalls, such as yelling and using escalating threats

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

More on ADHD Grandfamilies

• Download: 3 Rules for Organizing Your Child (or Grandchild)
• Read: “Let Me Tell You How ADHD Runs in My Family”
• Read: A Strong Foundation

Obtain a Certificate of Attendance

If you attended the live webinar on April 26, 2023, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet the Expert Speaker:

Caroline Mendel, Psy.D., is the Senior Director of Clinical Services for School and Community Programs and a psychologist in the ADHD and Behavior Disorders Center at the Child Mind Institute. She specializes in the assessment and treatment of youth with ADHD, disruptive behavior, and other co-occurring conditions. She is skilled in behavioral parent training approaches and is a certified parent-child interaction therapy (PCIT) therapist. She also has experience providing evidence-based interventions including cognitive-behavioral therapy (CBT), interpersonal psychotherapy (IPT), and dialectical behavior therapy (DBT).

Follow ADDitude’s full ADHD Experts Podcast in your podcasts app:
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Ask any teen or young adult with ADHD if they’re ready to embark on independent living and adulting without supervision, and they’ll likely say “Yes, I’ve got this!” Ask the parents of those kids the same question, and they’ll likely say, “I’m not so sure!” As we know, kids with ADHD often lag behind their neurotypical peers in emotional maturity and executive functioning, so it’s natural for parents to feel uncertainty as college, trade school, or a first job beckons.

Coaching experts Elaine Taylor-Klaus and Diane Dempster of ImpactParents will share the five most important life skills that every teen or young adult with ADHD needs before they venture out on their own, and they will discuss how they helped their own young adult children build independence and thrive.

In this webinar, you will learn:

• About tools to foster independence and approaches to engage your kids in understanding what it takes to move into a more independent life
• How to build the skills that teens and young adults with ADHD need to embark on a journey to college or trade school, or to enter the workforce
• How to help your teen or young adult build a foundation for a successful and fulfilling life on their own terms

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

More on Life Skills for ADHD Teens

• Download: 5 Ways to Build Self-Advocacy Skills
• Read: Life Advice (& Apps) That Makes an Immediate Impact
• Read: 7 Executive Functioning Deficits That Deflate Motivation for Teens with ADHD

Obtain a Certificate of Attendance

If you attended the live webinar on April 13, 2023, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet the Expert Speaker:

Elaine Taylor-Klaus, MCC, is first and foremost the mom in an ADHD ++ family with four successful young adults. A Master Certified Coach, international speaker, author and educator, she’s the co-founder of the first global coaching organization for parents and professionals of neurodiverse kids, ImpactParents.com and a trusted advisor to executives, parents, health care and education professionals. ImpactParents specializes in training, coaching and support for parents, and has certified hundreds of professionals around the world in neurodiversity-informed coaching skills. In addition to working privately with families of very complex kids, Elaine and co-founder Diane (below) have trained and mentored an extraordinary group of coaches to support the parents of ImpactParents. Her books include Parenting ADHD Now!, Parenting with Impact, ADHD in Reality, and The Essential Guide to Raising Complex Kids with ADHD, Anxiety and More. (#CommissionsEarned)

Diane Dempster, MHSA, CPC, PCC is a professional coach, speaker, author and educator with 20 years of corporate leadership experience. Diane is the co-founder of ImpactParents.com, co-creator of Sanity School® and the Sanity School® Certification Program for professionals. An experienced leader, expert in change management, and all-around life-sherpa, Diane helps clients create deep, sustaining change and open their eyes to life. And no one needs this more than parents of complex kids. Diane received a Masters from the University of Michigan and coaching certification from the Institute for Professional Excellence in Coaching (iPEC).

#CommissionsEarned As an Amazon Associate, ADDitude earns a commission from qualifying purchases made by ADDitude readers on the affiliate links we share.

Listener Testimonials

“The comments at the end about parents, who were late diagnosed ADHD, forgiving themselves was very important to hear. I’ve been beating myself up for years now for what I wasn’t able to give my kids.”

“Wonderfully gentle introduction of shifting viewpoints and goals from productivity to process. All would benefit from this discussion!”

“Thank you! My daughter is starting college in the fall. I admit I am terrified, but this webinar helped me feel calm.”

Webinar Sponsor

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ADDitude thanks our sponsors for supporting our webinars. Sponsorship has no influence on speaker selection or webinar content.

Follow ADDitude’s full ADHD Experts Podcast in your podcasts app:
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Dear HelpMyDaughter:

I spend my days coaching college students (most of whom feel overwhelmed and disorganized) and I’m always looking for ways to make school — especially organization, studying, and note-taking — more manageable for them.

I’m not a huge fan of most apps. I find them (as do many of my students) distracting, clumsy to use, or time-consuming. So, if I recommend one, know it’s been thoroughly vetted and is intuitive and user-friendly. And I do recommend Evernote. It’s one of the best note-taking apps for organizing schoolwork and, in all my years of coaching, it’s the only tool my students universally love.

How Evernote Helps ADHD Brains

Learn how to use five, key features of the cloud-based app.

[Free Download: Learning Tools that Improve Productivity, Reading, and Writing Skills]

1. How to Organize Class Materials.

Using Evernote to organize notes, slides, and other course materials is like hitting the motherload! Evernote lets students create an electronic “notebook” for each class, where they can save scanned notes and documents for that class. It’s like having electronic binders without all the excess weight. Each semester’s notebooks create a stack for easy reference. This makes everything super easy to find, which means it’s super easy to use.

2. How to Integrate Experiential Experiences.

I advise my students to use different modalities to learn new information. I want students to pick study tools that allow them to see it, say it, hear it, and do it. Students can add website links, or download videos, pictures, audio snippets, and music to a notebook in Evernote. This provides them with a variety of study tools at their fingertips.

3. How to Customize Study Strategies.

Students like to have choices and control when it comes to homework and studying in college. With Evernote, they can take notes in many different formats, such as text, photos, audio, videos, and more. Evernote also allows students to customize titles, add emojis, and change colors.

4. How to Find the Exact Right Resource.

Everything in Evernote is searchable, including the contents of notes, notebooks, tags, and attachments. Evernote’s search lets students get very granular by using keywords and tags, helping them find exactly what they need when they need it.

5. How to Collaborate.

Most of my students have group projects where they must share materials and their works in progress. Students can share documents and PDFs in Evernote, without losing hard copies or forgetting important documents.

My students say that the ability to sync notes across all their devices no matter where they are on campus is another key feature of Evernote that helps them manage their homework and studying. So, if a student starts working on a history paper on her laptop in the library and later switches to a desktop computer in her dorm room, she doesn’t lose a thing. It truly takes “remembering” out of the equation.

Plus, allowing students to review notes on their smartphones before a major exam as they walk to class is a major win!

Bonus Feature: How to Prime Your Brain for Learning

.
I saved the best for last: My favorite Evernote feature is the ability to download professors’ slide decks as notes. This feature is a major game-changer. You wouldn’t take a run or play a soccer game without warming up your body. Similarly, students need to warm up their brains, so they’re ready to receive the information presented. The best way to do this is to read over and familiarize themselves with the slides for an upcoming lecture before class. By doing so, they’re not going in stone cold.

[Free Download: What Are Your Teen’s Weakest Executive Functions?]

Having the slides downloaded and ready to review, students can preview them before class, annotate, take notes, jot down questions, and add images — right on the slide. Everything is connected in one place.

Evernote even also allows you to set reminders for yourself. And who doesn’t need that help? Now if the app could only do my students’ laundry and get them to call home occasionally, it would be pretty much perfect.

Good luck!

Evernote
(evernote.com; iOS, Android; free for the basic version, $7.99/month for personal, or $9.99/month for professional)

Evernote Note-Taking App: Next Steps

• Read: College Life: 3 Tools to Help Students with ADHD
• Read: College? There’s an App for That
• Download: Teacher-Approved Apps & Tools for School
• Watch: Help For College Students with ADHD

ADHD Family Coach Leslie Josel, of Order Out of Chaos, will answer questions from ADDitude readers about everything from paper clutter to disaster-zone bedrooms and from mastering to-do lists to arriving on time every time.

Submit your questions to the ADHD Family Coach here!

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

The game has many versions and names, including “Who Am I?” and Guess the Famous Person. We simply know it as the Tape Game. It’s sort of like HedBanz, but also a bit like Twenty Questions. Players ask one another yes/no questions to try to guess the identity of the mystery person whose name has been taped to their foreheads.

Not only is this game easy to engage in, but the only supplies needed are painter’s tape and a permanent marker. (For better contrast, a neon color tape and black marker would be best.) Read on to learn how to play — and why this game is perfect for neurodivergent minds.

How to Play the “Who Am I?” Game (aka the Tape Game)

1. Put a piece of painter’s tape (about three inches long) on each player’s forehead.
2. On the tape, write the name of a famous person or character that the tape wearer would be able to guess. Think well-known celebrity, actor, athlete, movie character, politician, historical figure, etc.
3. Everyone stands or sits in a circle. The tape-wearer can only ask yes/no questions to try to guess the name on their forehead. If the answer to the question posed is yes, the tape-wearer gets to ask another question. If the answer is no, the next player takes a turn either asking questions or guessing the identity on their forehead.
4. Players can rip their tape off (triumphantly) when they’ve guessed the correct answer.

[Read: The Best Board Games for Kids with ADHD]Here’s an example of the Tape Game in real time:

Tape wearer #1, who doesn’t know that the name Lizzo is written on his head: Am I female?
Audience: Yes.
Tape wearer #1: Am I an actress?
Audience: No.

Tape wearer #2, who doesn’t know that the name Bernie Sanders is written on his head: Am I alive?
Audience: Yes.
Tape wearer #2: Am I a politician?
Audience: Yes.
Tape wearer #2: Am I liberal?
Audience: Yes.
Tape wearer #2: Am I Joe Biden?
Audience: No.

Tape wearer #1: Am I a singer?
Audience: Yes.
Tape wearer #1: Am I Taylor Swift?
Audience: No.

Tape wearer #2: Am I Bernie Sanders?
Audience: Yes!
[She rips off the tape and enjoys watching others flail with their guesses.]

[Read: 15 Clever Gift Ideas for Kids with ADHD]

Tape wearer #1: Do I play an instrument?
Audience: Yes.
Tape wearer #1: Am I Lizzo?
Audience: Yes!
[Off goes the tape!]

What is particularly funny are the facial expressions, inadvertent comments, and minor disputes that arise when answering questions. The audience or players might disagree on fundamental details like age, nationality, or supernatural powers, which causes confusion in the person trying to guess the name Baby Yoda or soccer legend Pelé on their head.

Why The “Who Am I?” Game is Great for Kids with ADHD and Learning Differences

For My ADHD Students

This game promotes concentration, awareness, language processing, working memory, and self-regulation.

• Players must carefully attend to other players’ responses to their questions. They need to notice, for example, if there’s a hesitation before a response, which offers important insight into the secret character. (This happened to me when I had E.T. on my head and I asked if my person was male).
• Players have to remember all the clues they’ve collected and organize their thinking to accommodate new information. (Wait, now I’m hearing that I’m not a human!)
• Players have to stop themselves from blurting out other players’ secret identities or giving unnecessary hints — unlike my friend who couldn’t help herself and pantomimed pointy ears when my husband’s character was Spock.

For My Autistic Students

This game taps into perspective-taking and gestalt principles.

• Assigning an identity to a player isn’t about selecting an obscure person. (It’s no fun that way.) The fun is in selecting someone in their purview – which requires some thought about the player’s background, age, and other factors. I probably wouldn’t write down Nelson Mandela for an 8-year old or Eminem for an 80-year old.
• Players have to think “big picture” — not the shades of nuance and myriad exceptions — when answering yes/no questions from other players. Yes, Oprah has technically been paid to write, but she is not primarily known to be a writer. So, if someone with Oprah on their forehead asks, “Am I a writer?” I need to know that a “yes” answer would lead that guesser down a very different path.

For My Language-Disordered Students

This game is great for semantic categorization skills and lexical development.

• Players start their yes/no questions with broad categories like gender, race, and profession to further narrow their categories. (Don’t start off by listing all the most handsome actors, like my husband did: “Am I Brad Pitt? George Clooney? Idris Elba?”)
• Players develop important vocabulary so they can ask if they are fictional or nonfictional, an athlete, or infamous. The teacher or game leader can target morphosyntactic skills such as verb conjugations (“Does she…?” not “Do she…?”), subject-verb inversions (“Am I…? not “I am…?”), modal verbs (“can, do, would, could”), etc. For similar but different reasons, this would be great for English language learners as well.

Another great feature of this game is its adaptability to accommodate a range of abilities. Taping images or stickers to the forehead (instead of simply writing over the tape) is a suitable option for players who are non-readers or for students with significant cognitive and/or communication delays. If the guesser has an image of a dolphin on their forehead, for example, other players will have a visual reference to help guide their responses.

For all the older people like me, the game seems to highlight memory issues to a comedic level. Some of us forget all the information by the time our turn resumes. Personally, I draw a blank on the name of every celebrity known to humankind. Many of us do not know the icons that kids assume we do, such as the Minecraft character Enderman that was never correctly guessed by an older woman (ahem, me). For these reasons, I believe this game could be made much more pleasant and less humiliating by offering all manner of gestures, sound effects, rhyming words, quotes, lifelines, phone-a-friends, and multiple-choice answers. I’ll work on a revision of the rules pronto!

Games for Kids with ADHD and LD: Next Steps

• Free Download: Bonding Activity Ideas for ADHD Families
• Read: The Attention Games — Catching Focus Through Fun
• Read: Games and Activities That Sharpen Executive Functions

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

When a child feels secure in their caregivers’ love and encouragement, strong self-confidence and self-esteem naturally follow suit. When a child’s ADHD is fully recognized and understood, that is when their strengths get unlocked and futures become clear. How do you get from here to there? One step at a time.

Step One: Learn Everything About ADHD

ADHD is like an iceberg. The complexities beneath its surface (including its high co-occurrence with other conditions) are seldom recognized and often criticized unfairly, leading many children with ADHD to develop damaging self-beliefs. They are not lazy or unmotivated or slow; they have a unique neurological footprint. Understanding and communicating that is key.

ADHD and Executive Function Deficits

ADHD impairs executive function — the brain skills we use to succeed in school, work, and other realms of life. You and your child must understand that deficits in executive skills makes it difficult to…

• …be on time
• …get started on tasks
• …juggle information in the mind
• …initiate work independently
• …set priorities
• …be organized
• …complete long-term projects
• …submit work on time
• …remain calm in stressful situations

ADHD and Delayed Maturity

Maturation of the ADHD brain lags about three to five years behind that of the non-ADHD brain.¹ The delay affects the brain’s prefrontal regions, which control the aforementioned executive functions and other important cognitive processes. What does this mean? You need to adjust your expectations about your middle schooler or high schooler in comparison to their peers. Developmentally, your 14-year-old’s “executive age” may be closer to 11 or 12 years old, for example. As is the case for many people with ADHD, your child might experience a maturation spurt in their early 20s as the brain continues to develop.

[Get This Free Download: Explaining the ADHD Iceberg to Teachers]

Learning Challenges

As many as 45% of children with ADHD have a learning difference like dyslexia, dyscalculia, dysgraphia, or another condition that requires academic supports.²  It’s also common for students with ADHD to have learning challenges that affect written expression, memorization of facts, reading comprehension, complex multi-step math, and other areas. Be sure that your child understands how both their ADHD and learning differences show up in the classroom.

As you teach your child about ADHD, be sure to separate them from the condition. Depersonalize ADHD when you approach your child; educate and give your child a choice. Say something like “People with ADHD have trouble getting started, and I’ve noticed that sometimes that’s a challenge for you.”

Step Two: Establish Learning Habits for Ongoing Support

From disorganization to tardiness, the challenges that children and young teens face in middle and high school are essentially the same challenges that exist in college and at work. Identify your child’s unique learning and executive function challenges early on so that they can receive accommodations and practice using appropriate tools and compensatory strategies in school and beyond.

Bolster Executive Function Skills

For Help with Task Initiation

• Use timers, alerts, or verbal reminders to indicate that it’s time to start. Present these tools as choices to your child to increase compliance. Say, “Do you want to set a timer to start your homework or do you want me to remind you to get started?” Perhaps you may even have to sit with your child to help them get started.
• Review the instructions together. Have your child contact a classmate if the assignment is unclear.
• Start with physical activity. Some children focus better while moving, so let your child walk around and read if it helps with task initiation.
• Work in 10-20 minute chunks with breaks in between so that your child can reenergize their brain. This helps make the task feel less overwhelming.

[Read: Where Do I Start?!? How to Organize and Initiate a Big Project]

For Help with Time Awareness

• Externalize time. Use devices and tools like smartwatches, wrist devices, analog clocks, visual timers, smartphones, paper calendars, and white boards as appropriate to make time (an abstract concept) and important events (due dates, extracurriculars, etc.) stand out visually.
• Practice time estimation. Ask your child how long they think a task like homework will take them. Record their answer and compare it to the actual time to gauge and enhance their time awareness. Typically, students are surprised that the work takes less time than they predicted. Similarly, ask your child how long they think it takes to get to their first class of the day on time. Make sure your child accounts for things like getting ready, traffic, parking the car, walking to the building, going to their locker, saying hello to friends, and “oops” time.
• Schedule backwards. Make it a habit to start with the end in mind as a best planning practice. Scheduling backwards for a long-term school project, for example, will help your child see how far in advance they must start working.
• Ask others for help staying on task. Teachers, for example, can gently redirect your child if they get distracted. You can also ask a classmate to help keep your child on task with a signal.

To Enhance Working Memory and Help Your Child Remember

• Link new with old. Tie in new material to your child’s prior knowledge to reinforce learning.
• Information in multiple formats — posters, photos, video, hands-on projects, texts, graphic organizers, maps, and other mediums and tools — help to convey information.
• “Read to the clip.” Place a paper clip after every 8 to 10 pages of a long reading assignment, and have your child read until they get to the clip. This will segment the text and give your child time to digest information. Also, consider having your child write key text points on sticky notes as they read.
• Talk about it. The more your child talks about what they learned, the more likely they are to remember it.
• Use mnemonics. Set new information to the tune of your child’s favorite song, a rhyme, or an acronym. Humor helps jog memory, too.
• Short water and snack breaks give your child’s brain time to reenergize and reengage with information.
• Allow fidgeting or some movement to enhance concentration. The more difficult the task, the more movement required.

To Stay Organized

• A planner or organizer, whether digital or paper, is a must for all students.
• Color-code and use different folders for each class.
• Do a weekly bookbag cleanup together. Sort through papers and don’t throw out any documents until the end of the year, just in case they are needed.
• Keep a launch pad — a single place for your child’s bookbag, school supplies, and other must-haves — by the door. Place completed work and book bags on the launch pad the night before.
• Establish a homework routine. Agree on a start time and location. (Present them as choices to your child.) Double check assignments wherever they are posted (on paper, text, apps, the school’s online portal, etc.)
• Divide long-term projects into small segments to keep your child engaged. If possible, have the teacher assign due dates to the smaller segments and grade them.
• Monitor your child’s progress on homework and long-term projects for additional support.
• Ask the teacher for a sample of a completed long-term assignment for your child’s reference.

For Effective Studying

• Practice exams are great for previewing questions and concepts.
• Distributed study sessions will always be better than cramming. Your child should spend about 15 minutes reviewing for a test the night prior.
• Moderate exercise prior to studying can prime your child’s brain for maximum focus and retention.
• Slowly sipping a sugary drink can boost alertness as your child’s studies.

Step Three: Explore a Variety of Careers and Interests

Expose your child to as many careers as you can while they are in middle school and high school.

• Follow your child’s interests and skills. Seek lessons in music, acting, art, sports, robotics, gaming, and other activities they enjoy. You want your child to gravitate to a career that aligns with their best self.
• Match your teen to a summer job or a volunteer (shadow) position that aligns with their interests.
• Investigate the school’s career and college resources like career interest inventories/aptitude tests, career days, counseling services, transition plans, etc.

What to Do After High School? Don’t Fear the Gap Year

Many students with ADHD and learning differences rush into college without a clear path. As a result of this premature launch, they flounder and may ultimately drop out. A gap year can help your child plan out their future, increase their confidence, and seamlessly transition to a new, challenging environment. Most teens and young adults go to college within a year of the gap year experience, and colleges are eager to admit students with such experience.

If a gap year is the best option for your child, work together to create a structured gap year plan. Your child’s gap year may involve taking one community college or technical class, and working part-time or volunteering in a field of interest, for example. Ultimately, the goal is to help your child identify a career path.

Step Four: Prioritize a Positive Parent-Child Relationship

Experiencing success in school does wonders for a child, but grades don’t necessarily predict success in life. More often, happiness and wellbeing flow from a positive parent-child relationship.

• Protect and treasure your relationship with your child. Focus on the good and elevate your child’s strengths. Give yourself an attitude check-up if you are fixating on negatives.
• Manage your expectations. You will have to support your child longer than other caregivers, but it’s what your child needs. Give yourself permission to be involved and to do whatever it takes to help your child succeed. Be patient as you give your child the gift of time to help them become more and reach their full potential. By working together, you will get there.

What to Do After High School: Next Steps

• Free Download: 8 Ways to Strengthen Your Teen’s Executive Function Skills
• Read: How to Shepherd — Not Carry — Your Child Toward Fulfillment
• Read: The 4-Year College Track is Not Right for Everyone

The content for this article was derived, in part, from the ADDitude ADHD Experts webinar titled, “Getting Ready to Launch: Setting Up Middle and High School Students for Success and Independence” [Video Replay & Podcast #425],” with Chris Dendy, M.S., which was broadcast on October 13, 2022.

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Sources

¹ Shaw, P., Eckstrand, K., Sharp, W., Blumenthal, J., Lerch, J. P., Greenstein, D., Clasen, L., Evans, A., Giedd, J., & Rapoport, J. L. (2007). Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation. Proceedings of the National Academy of Sciences of the United States of America, 104(49), 19649–19654. https://doi.org/10.1073/pnas.0707741104

² DuPaul, G. J., Gormley, M. J., & Laracy, S. D. (2013). Comorbidity of LD and ADHD: implications of DSM-5 for assessment and treatment. Journal of Learning Disabilities, 46(1), 43–51. https://doi.org/10.1177/0022219412464351

ADHD and dyslexia commonly appear together and are highly treatable. Ultimately, the way in which you talk to your child about these conditions will depend on their age. But for all ages, you’ll want to nurture strengths, instill a growth mindset, and show unconditional love and support.

Talking with Younger Kids

• Explain what dyslexia and ADHD mean. Emphasize that everyone’s brain is different. For example, some people have a passion for art, others for nature and the outdoors. Young children are likely already aware of their reading challenges and other areas where they struggle, so it’s best to focus on neurodiversity and inherent differences. Let them know that dyslexia won’t prevent them from being terrific at school and at activities outside of school.
• Lead with your child’s strengths. Support their interests and notice where they shine. Are they great with pets? Maybe they’re a wonderful sibling? Ask them what they enjoy; their answers might surprise you.

[Watch: When Dyslexia and ADHD Overlap]

Talking with Tweens and Teens

• Be honest. I’m not afraid to tell my patients at this age that co-occurring dyslexia and ADHD means they’ll have to work a bit harder than their peers. Explain that they might have trouble reading or copying teachers’ instructions from the board. They might need to accept extra tutoring or classroom supports. Honesty about these challenges will validate your child’s experiences and reduce shame.
• Be optimistic. Help your child understand that dyslexia is not a sign of lower intelligence. Assure your child that you and their teachers will work to support them and help them succeed.
• Maintain perspective. Remind your child that there is more to them than ADHD and dyslexia. They are not defined by these conditions, but by who they are as individuals. Involve them in activities they’ll enjoy, such as Scouts, sports, or volunteering, to offset the pressures of school.
• Boost self-esteem. Encourage your teen to join a support group that helps connect them to peers with shared experiences. Your child will be able to talk openly about their challenges with others who simply get it, and this will do wonders for their self-confidence.

[ADDitude Directory: Find a Specialist Near You]

Ways to Encourage Reading

• Listen to audiobooks and have your child read along with them.
• Identify books your child might like, such as graphic novels or books about topics that interest them.
• Read a book together and take turns reading out loud.
• Use spell-check or online dictionaries to help with homework if permitted.
• Use apps that make decoding words into a game.

Talking About Dyslexia: Next Steps

• Download: Signs of Dyslexia at Every Age
  
• Read: The Best Way to Explain Learning Disabilities to Your Child
• Read: Famous People with Dyslexia, Dyscalculia & Other Learning Differences

Cheryl Chase, Ph.D., is a clinical psychologist in Independence, Ohio. She specializes in the diagnostic and neuropsychological assessment of certain conditions affecting children, adolescents, and young adults.

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