How to support students with ADHD

How to support students with ADHD

• Tip 1: provide a predictable teaching structure

  Students with ADHD often benefit from a clear and consistent structure. This helps them maintain overview and plan ahead. Unexpected changes can cause confusion and stress. Ensure that course information on Canvas, in the syllabus and during lessons is consistent and complete. Stick to what you communicate and announce changes in a timely and explicit manner. 

  Share a clear weekly or lesson plan at the beginning of each period. Use a fixed format for lessons and assignments, so students know what to expect. Make important deadlines and tasks visual with a timeline or checklist. Start each lesson with a brief overview or agenda, so students know what is going to happen.

• Tip 2: provide explicit and concrete instructions

  Vague or implicit instructions can be confusing. Students with ADHD indicate they need concrete instructions that clearly state what they must do, how they must do it, and why. Also mention the expected end product and assessment criteria. 

  For example: 

  Not like this: "Prepare for the next lesson by reviewing the literature." 

  But like this: "Read chapters 3 and 4 (pages 45-78) by Tuesday. Make notes of the three most important points for each chapter. Bring these to the lesson, we'll discuss them in groups of four." 

  Split assignments into short, clear steps. Check verbally whether the student has understood the assignment properly. Use visual aids such as videos, bullet points, infographics or step-by-step plans. Provide materials such as presentations online in advance. Turn on live captions when using PowerPoint, this also helps with processing spoken information.

• Tip 3: help distinguish between main and secondary points

  In texts, slides or explanations, it is often unclear for students with ADHD what the main point is and what is less important. They can easily lose themselves in details or miss essential information. Help them by highlighting key points, providing summaries or offering visualizations. In digital learning environments, you can use formatting, headings or icons to make clear what is central. 

  Give a brief summary of the most important learning objectives and key messages at the end of each lesson. This helps students retain the essence.

• Tip 4: create an appropriate environment regarding stimuli

  Too many stimuli such as bright lights, background noise and visual distractions make it difficult to maintain focus. Digital learning environments can also cause overstimulation through cluttered layouts. Make information accessible via one central channel - the more sources (Canvas, email, different platforms), the more difficulty students with ADHD experience. 

  Note: not all students with ADHD need a completely low-stimulus environment. Some need certain stimuli to stay alert, such as background music or movement. The balance is very personal. That's why it's important to talk with the student about what works for them. 

  Include short breaks during lectures so students can regain their focus. Announce these breaks in advance. Direct students to quiet spaces and low-stimulus study areas, such as the quiet zones in the University Library. Use calm colours and a clear layout in presentations and study materials. Avoid too many animations or visual effects on slides.

• Tip 5: offer flexibility in assessment and assignments

  ADHD can affect the way a student demonstrates knowledge and skills. Lengthy tests require a lot of focus, which can be exhausting. Breaking large assignments into smaller parts with interim deadlines helps students maintain overview. 

  Provide timely written information about the test form, content, assessment, location and involved teacher. Consider variation in test forms (oral exams, digital tests, take-home assignments) and question types (multiple choice, open questions, knowledge questions). Spread test moments and deadlines well. Offer visual support for questions.

• Tip 6: encourage active and varied learning strategies

  Movement and interaction help students with ADHD absorb material better. Sitting still for long periods and passive listening is often difficult. Make lessons interactive with group assignments, quizzes, discussion moments or practical assignments. Also facilitate peer support groups where students can help each other, also because some students with ADHD have difficulty with intrinsic motivation and do much better with external motivation. 

  Give students the opportunity to learn while standing or moving around. Offer walking moments in the lesson. Vary study materials by combining reading with listening, such as podcasts or knowledge clips. Also explore the possibilities of the VU Education Lab for interactive teaching techniques.

• Tip 7: support with planning and organizing

  Students with ADHD often have difficulty with time management and maintaining overview. So-called executive functions such as planning, prioritizing and switching between tasks can be challenging. Therefore, set interim deadlines and actively remind students of upcoming tasks. Split large assignments into smaller sub-assignments. Help with defining topics. Monitor progress along the way and offer extra support where needed. Refer students to study coaches or workshops on planning and time management that VU offers. Work in pairs or with a study buddy where possible (and only if this suits the student). This can help with planning and motivation.

• Tip 8: be flexible with attendance and participation

  For some students with ADHD, it is difficult to be structurally physically present at lessons. For example due to overstimulation or exhaustion during the journey there, or focus issues on location. The preferred way of participating can also vary. Not everyone is verbally strong in group discussions, and some need processing time before they can respond. 

  Offer online or hybrid alternatives for lectures where possible. Besides verbal participation, also see the value in other forms of interaction, such as contributions in a discussion forum or written reflections. Give students the opportunity to contact you after a lesson if they have questions about the material. Make lecture recordings available where possible. 

  ADHD can cause a student to feel quickly exhausted from the extra effort that focus or adaptation requires, or experience periods of hyperactivity. Many students with ADHD also have difficulty falling asleep and may therefore arrive late or be less alert in the morning. This does not mean they are lazy or unmotivated. 

• Tip 9: create an open and understanding atmosphere

  Many students with ADHD experience stigma or feel misunderstood. They are often perceived as unmotivated or too excitable, while they sometimes put a lot of energy into camouflaging or masking their challenges. This takes an enormous amount of energy and can lead to exhaustion and low self-esteem. 

  Be open to students' needs and encourage them to raise these with you without judgement. Learn about ADHD and neurodiversity. Prevent ADHD from being trivialized with statements such as "everyone gets distracted sometimes" or "you just need to pay better attention." These comments can be hurtful and don't do justice to the daily impact of ADHD. Also be understanding when a student forgets things, loses things or reacts impulsively - these are symptoms of ADHD, not a lack of respect.

• Tip 10: refer to support

  Students can use facilities within VU such as low-stimulus test rooms, extra time, a study coach, support for students with ADHD or the Student Support Fund. But not all students know this, so point out these possibilities available via the Information Point for Studiying with a Disability. For persistent stress or anxiety, also refer to VU student psychologists or other forms of mental support.

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