homework help for adhd students

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School success kit for kids with adhd.

Tools and strategies to help manage time, stay focused, and handle homework

Writer: Rae Jacobson

What You'll Learn

• What are some ways to help kids with ADHD get organized?
• How can parents help kids plan ahead?

For kids with ADHD, the right approach to school can mean the difference between good grades (and the confidence that comes with them) and  “I lost my homework… again.” Here are a few suggestions for tools and strategies to help kids with ADHD get set for success.  

First, get the materials you’ll need. Find, and test, a good planner or calendar so your child can get comfortable using it. There are lots of other tools that can help kids stay on time and on task. Get back-ups of items that often get lost. For example, if disappearing socks (or keys, or gloves or hats) are slowing you down, getting more can help you get out the door on time.  

Talk with your child about how to tackle challenges. For example, if paying attention is hard, they could agree to sit at the front of the classroom. If homework is a big issue, setting up a structured, regular homework routine will help. You can also pick a quiet, organized space where kids can work with fewer distractions.  

 If kids take medication, make sure they’re doing so regularly. Go over potential problems with teachers and work together to come up with a plan for what to do if they come up.  

For a lot of kids with ADHD, past difficulties can make it hard to feel good about school. Let your child know that the past is something you can both learn from, and agree to start from a clean slate. Talk about any anxieties they have, and work together to make a plan to support them emotionally throughout the year.  

For kids with ADHD , the right approach to school can mean the difference between good grades, and the confidence that comes with them, and another round of, “I lost my homework … again.” Here are a few suggestions for tools and strategies to help kids with ADHD get set for success.

• Calendar(s):  Whether it’s the New Year, the new school year, or any time a resolution is made to be better organized , calendars are key to kids with ADHD. Your child should have a  school calendar  with enough space to allow them to write down and organize (by color-coding!) assignments. We recommend a separate calendar for social engagements and after-school activities. Additionally, it helps to add everything to a  digital calendar  with a reminder function that can push notifications to their phone. Another feature of online calendars is the  sharing function.  This allows them to share their calendar with parents and teachers and helps everyone stay on the same page.
• Backup Items:  Avoid morning (and afternoon, and evening) panic by having  multiples of items that are easily lost . Think about the things that tend to go missing: If disappearing socks are slowing you down, get more socks. If stealthy shoes (or keys, or gloves or hats or transit fares) are making them late, keeping backups on hand will help them get out the door on time.
• Head of the Class : Literally. Sitting in the front of the room not only helps kids avoid the distractions (and temptations!) of back-row chatter and note-passing — it also  promotes accountability . The harder it is for kids with ADHD to slip through the cracks, the better. When kids sit up front, it’s easier for the teacher to notice if they’re having a hard time and give you both a chance address the issue  before  it becomes a problem.
• Set Up a Homework Routine:  Having a structured, regular homework routine will help kids and parents get work done without squabbles when it’s time to hit the books. Designate a quiet, organized space where kids can work with minimal distractions. Schedule regular breaks for them to get up and move around — not screen breaks! — and don’t forget snacks to help keep blood sugar and focus going strong.
• Prioritize:  Kids with ADHD often have trouble knowing which assignments should take priority. Here is where  color-coding  can really come in handy. Arm them with highlighters— and backup highlighters! Assign each color a priority level. For example pink would be “high,” blue, “medium,” and green, “low.” Having a pre-established system will help them build skills and get a sense of what to do when. You can also use apps like  Remember the Milk , which allows users to add due dates, priority levels, and estimates of how much time each task will take.
• Time Management:  The eternal battle. Learning to effectively manage time is the grail for kids with ADHD. In addition to calendars,  task timers  like  Focus Booster  can help kids get better at judging how much time each task will take, and let them know when it’s time to move on to something new. Timers aren’t just helpful with homework and chores — they can also use one during longer tests to remind her him to switch sections and use their time efficiently.
• Structured Play Dates:  If your son or daughter with ADHD has trouble making and keeping friends , play dates with structured activity, where you can tell them what’s expected of them, can ease their anxiety about fitting in socially.
• Medication Check-in : Kids who have  stopped taking meds during summer  should begin taking them again before school starts so they have time to adjust. And when school starts it’s important to pay close attention to how it’s working over the full day (including mornings!) and adjust the schedule so kids aren’t crashing during the last few periods or having mid-math homework meltdowns after school.
• Concentration Aids:  White noise generators help block distractions and boost productivity. Try apps like  Simply Noise  that offer a few “types” of noise (pink or brown noise, rainstorms, calming music, etc) so kids can choose what works best for them. You can also use a  white noise machine  or run a loud fan at home to help kids during homework.
• Recording Apps:  No matter what accommodations kids have, paying attention to lectures and verbal instructions is a big part of doing well in school. Help kids stay on track by using recording apps with dictation functions. That way they can review any missed information later on.
• Check the Policy:  Assistive technology can be great for kids with ADHD, but a lot of it relies on smartphones. If your child uses apps to help them during school make sure you  check his school’s cell phone policy.  If it’s strict, you’ll need to address it during IEP meetings.
• Save and Share:  Sometimes it seems like ADHD and Murphy’s Law are one and the same. If homework can be lost, left behind or vanish, it’ll happen. If your child is working on an important paper or project encourage them to use programs like Google Docs that  are set to save frequently and backup to online servers . This way, he’ll have access to documents wherever he goes and won’t run the risk of losing his work if the computer encounters a problem.
• Get Moving:  Studies show that  exercise has a positive impact on focus and attention in children with ADHD. When you’re thinking about school schedules and after-school activities, include things that get kids get moving. Make sure you’re signing kids up for things they’ll actually like, whether that’s basketball, gymnastics, hiking or real-world Quidditch. What they’re doing isn’t important as long as they’re getting exercise and forming positive associations with physical activity.
• Give the Teacher a Heads Up:  If you’re not planning on having an IEP for your child, it’s still a good idea to let their teachers know they learn differently . A quick heads up gives teachers insight into potential behavioral issues how to support them throughout the semester.
• Practice Advocating:  Parents shouldn’t be the only ones talking with teachers. The best thing your child can do to ensure a bright future is learn to become their own advocate. Whenever possible, put them in charge of talking to teachers or peers about their ADHD . Practicing advocacy skills now will help them gain the confidence they’ll need to succeed later in life.
• A Clean Slate:  For a lot of kids with ADHD, past difficulties can make it hard to have a positive outlook on school. Fears of messing up socially, failing in school, and disappointing parents and teachers are very real for kids with ADHD. Let your child know that the past is something you can both learn from, but otherwise agree to work from a clean slate. Talk about any anxieties they may have around school, and work together to make a plan to support them emotionally throughout the year.

Frequently Asked Questions

You can help your child with ADHD focus in school by introducing more structure and organization into their daily life. For example, experts recommend color-coded calendars to help track and prioritize assignments. Seating the child at the front of the class will also help them stay on track by limiting distractions. Parents can also set up regular homework routines and some form of exercise after school.

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ADHD in the Classroom: Helping Children Succeed in School

At a glance.

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.

What to know

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.

Explore resources available for parents and teachers to help children with ADHD adjust to changes in school.

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 schools can help children with ADHD‎

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.

Classroom treatment strategies for ADHD students

There are some school-based management strategies shown to be effective for ADHD students: 1

• Behavioral classroom management 1 2

Organizational training

Did you know ‎, behavioral classroom management.

The behavioral classroom management approach encourages a student's positive behaviors in the classroom, through a reward system 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 for students of all ages.

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.

Teaching and supporting positive behavior‎

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

Learn more about IDEA vs Section 504

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

What are the main differences between an IEP and a 504 Plan?‎

• 504 Plan: Provides services and changes to the learning environment to meet the needs of the child as adequately as other students and is part of Section 504 of the Rehabilitation Act.

Accommodations

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

• 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
• Extra help with staying organized

Did you know?‎

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.

Helping students with ADHD‎

CHADD's National Resource Center on ADHD provides information for teachers from experts on how to help students with ADHD.

Close collaboration between the school, parents, and healthcare providers will help ensure the child gets the right support. 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.
• 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.
• 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.
• Involve the school counselor or psychologist.

Parent education and support

How to best advocate for your child‎.

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 and a resource guide for educators 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 also play an important part in collaborating with schools to help children get the special services they need. 5

More information

• CHADD's ADHD Toolkits for Parents and Educators
• Health and Supportive School Environments | CDC
• Society of Clinical Child & Adolescent Psychology - Effective child therapy: ADHD
• Evans SW, Owens JS, Wymbs BT, Ray AR. Evidence-Based Psychosocial Treatments for Children and Adolescents With Attention Deficit/Hyperactivity Disorder. J Clin Child Adolesc Psychol. 2018 Mar-Apr;47(2):157-198.
• DuPaul GJ, Chronis-Tuscano A, Danielson ML, Visser SN. Predictors of Receipt of School Services in a National Sample of Youth With ADHD. J Atten Disord. 2019 Sep;23(11):1303-1319.
• 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 Dec;83(4):551-97.
• Moore DA, Russell AE, Matthews J, Ford TJ, Rogers M, Ukoumunne OC, Kneale D, Thompson-Coon J, Sutcliffe K, Nunns M, Shaw L. School-based interventions for attention-deficit/hyperactivity disorder: a systematic review with multiple synthesis methods. Review of Education. 2018 Oct;6(3):209-63.
• Lipkin PH, Okamoto J; Council on Children with Disabilities; Council on School Health. The Individuals With Disabilities Education Act (IDEA) for Children With Special Educational Needs. Pediatrics. 2015 Dec;136(6):e1650-62.
• The American Academy of Pediatrics. How Schools Can Help Children with ADHD. Available at: https://www.healthychildren.org/English/health-issues/conditions/adhd/pages/Your-Child-At-School.aspx . Accessed on November 17, 2023
• CHADD. Education. Available at: https://chadd.org/for-parents/education/ . Accessed on November 17, 2023
• CHADD. Overview. Available at: https://chadd.org/for-educators/overview/ . Accessed on November 17, 2023
• CHADD. About the National Resource Center. Available at: https://chadd.org/about/about-nrc/ . Accessed on November 17, 2023
• CHADD. Individuals with Disabilities Education Act. Available at: https://chadd.org/for-parents/individuals-with-disabilities-education-act/#:~:text=What%20are%20my%20responsibilities%20as%20a%20parent%3F . Accessed on November 17, 2023
• U.S. Department of Education. Know Your Rights: Students with ADHD. Available at: https://www2.ed.gov/about/offices/list/ocr/docs/dcl-know-rights-201607-504.pdf . Accessed on November 17, 2023
• U.S. Department of Education. Dear Colleague Letter and Resource Guide on Students with ADHD. Available at: https://www2.ed.gov/about/offices/list/ocr/letters/colleague-201607-504-adhd.pdf . Accessed on November 17, 2023

Attention-Deficit / Hyperactivity Disorder (ADHD)

CDC's Attention-Deficit / Hyperactivity Disorder (ADHD) site includes information on symptoms, diagnosis, treatment, data, research, and free resources.

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10 Tips for Helping Students With ADHD Get Organized

Ann-Louise T. Lockhart, PsyD, ABPP, is a board-certified pediatric psychologist, parent coach, author, speaker, and owner of A New Day Pediatric Psychology, PLLC.

Maskot / Getty Images

If your child has Attention Deficit Hyperactivity Disorder ( ADHD ) you may be very familiar with their tendency to lose assignments somewhere between school and home, to forget to bring books home, to turn in school work late, and to have a chaotically stuffed backpack. And somehow, even after providing boxes of them, there is no pencil to be found when needed.

Kids with ADHD sometimes get labeled as irresponsible, careless, or lazy. This criticism is not only inaccurate and unhelpful but hurtful.

Chronic disorganization can be debilitating to people with ADHD. Disorganization and forgetfulness are actually both included among the criteria for diagnosing ADHD . Impairments in these areas are often related to executive function deficits that make it harder to plan ahead, remember, prioritize, get started, self-monitor, and complete tasks.

Kids with ADHD often need a lot of structure and support to help with organization , but they can develop good organizational habits early on with your assistance. The first and most important step in helping your child with the organization at school is to work closely and collaboratively with your child's teacher. Good communication between home and school is essential.

Organizational Strategies for School-Aged Kids With ADHD

Here are some tips for helping students with ADHD develop good organizational habits:

• Work with your child to set up a specially designated study area at home that is free of distractions. This workspace should be kept well-organized. Help your child do this by leading them through the steps necessary to keep the area neat and clear of unnecessary items. Know that you will need to supervise your child and help them through this process on a regular basis. Make this a part of your daily routine.
• Provide useful supplies , such as pencils, pens, paper, ruler, paper clips, pencil sharpener, dictionary, calculator, etc. Label drawers in the study area desk or table and help your child place supplies in the designated drawer.
• Work with your child's teacher to set up a system for getting assignments down in a notebook . This documentation will travel back and forth from school to home with your child. This assignment notebook/folder should include a calendar or planner that can be used to keep track of longer-term projects due dates and test dates. Review this calendar regularly with your child. Use the calendar to help your child break down longer projects into smaller segments. Keep in mind that you may need to be creative with your child to help them find a system that works.
• Ask the teacher to offer support by gently reminding your child when it is time to write assignments in a notebook. This step ensures that they understand the assignments and checking to see that the assignments are written down correctly in a notebook. At the end of the school day, it is also helpful for the teacher to check to see that appropriate books, papers, and the homework notebook make it into your child's book bag.
• If your child has difficulty with handwriting, ask the teacher about giving your child a printed handout of daily assignments that can be included in the homework notebook. Even better if the teacher can provide handouts that have already had three holes punched out in advance and the handouts can be placed directly into the homework notebook.
• At the end of homework time before the next school day, review homework papers and books that need to go back into their book bag for school. Supervise your child as they get these items zipped inside the book bag and placed in a designated spot near the door to the house. This way the book bag can easily be found in the morning.
• Ask the teacher about scheduling regular times for your child to organize and clean out their desk and locker at school. Be sure to schedule regular times for your child to clean out school backpack and notebooks at home, as well. Understand that your child will need supervision and help with these chores. Guiding your child through these steps and practicing these skills, again and again, is necessary in order for good habits to form.
• Designate areas of the desk or locker for specific items. You can even "draw out" these areas with tape to indicate where items should go—for example, notebooks, books, folders, writing utensils, etc. This will make it easier to place items back in the right spot so they can be found when needed.
• Purchase a set of color-coded book covers, notebooks, and folders for each subject area . Your child can organize their work by colors. For example, they may choose red for math, yellow for language arts, green for science, etc. Share with the teacher so they can support your child in using this system as well. The teacher can even highlight handouts for each subject by using the corresponding color somewhere on the page.
• Set up a motivating reward system to positively reinforce your child as they show improvements in developing more and more organizational skills in their daily life.

Magnus W, Nazir S, Anilkumar AC, et al. Attention Deficit Hyperactivity Disorder (ADHD) In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing,

Iseman J, Jeweler S, Silverman S. 101 School Success Tools for Students with ADHD . Sourcebooks, Inc.; 2010.

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.

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Setting up a child with ADHD for school success

Tips for working with teachers, tips for managing adhd symptoms at school, tips for making learning fun for a child with adhd, tips for mastering homework, adhd and school how to help a child with adhd in school.

School can be a challenge for students with attention deficit hyperactivity disorder (ADHD)—but there are ways you can help your child or teen succeed in the classroom.

The classroom environment can pose challenges for a child with attention deficit hyperactivity disorder (ADHD or ADD). The very tasks these students find the most difficult—sitting still, listening quietly, concentrating—are the ones they are required to do all day long. Perhaps most frustrating of all is that most of these children want to be able to learn and behave like their unaffected peers. Neurological deficits, not unwillingness, keep kids with attention deficit disorder from learning in traditional ways.

As a parent, you can help your child cope with these deficits and overcome the challenges school creates. You can work with your child to implement practical strategies for learning both inside and out of the classroom and communicate with teachers about how your child prefers to learn. With consistent support, the following strategies can help your child enjoy learning, meet educational challenges—and experience success at school and beyond.

Remember that your child’s teacher has a full plate: in addition to managing a group of children with distinct personalities and preferences, they can also expect to be teaching students with ADHD . Teachers may try their best to help your child with attention deficit disorder learn effectively, but parental involvement can dramatically improve your child’s education. You have the power to optimize your child’s chances for success by supporting the steps taken in the classroom. If you can work with and support your child’s teacher, you can directly affect the experience of your child with ADHD at school.

There are a number of ways you can work with teachers to keep your child on track at school. Together you can help your child learn to find their feet in the classroom and work effectively through the challenges of the school day. As a parent, you are your child’s advocate. For your child to succeed in the classroom, it is vital that you communicate their needs to the adults at school. It is equally important for you to listen to what the teachers and other school officials have to say.

You can ensure that communication with your child’s school is constructive and productive. Try to keep in mind that your mutual purpose is finding out how to best help your child succeed in school. Whether you talk over the phone, email, or meet in person, make an effort to be calm, specific, and above all positive—a good attitude can go a long way when communicating with the school.

Plan ahead. You can arrange to speak with school officials or teachers before the school year even begins. If the year has started, plan to speak with a teacher or counselor on at least a monthly basis.

Make meetings happen. Agree on a time that works for both you and your child’s teacher and stick to it. If it’s convenient, meet in your child’s classroom so you can get a sense of their physical learning environment.

Create goals together. Discuss your hopes for your child’s school success. Together, write down specific and realistic goals and talk about how to help your child reach them.

Listen carefully. Like you, your child’s teacher wants to see them succeed at school. Listen to what they have to say—even if it is sometimes hard to hear. Understanding your child’s challenges in school is the key to finding solutions that work.

Share information. You know your child’s history, and your child’s teacher sees them every day: together you have a lot of information that can lead to better understanding of your child’s hardships. Share your observations freely, and encourage your child’s teachers to do the same.

Ask the hard questions and give a complete picture. Be sure to list any medications your child takes and explain any other treatments. Share with the teacher which tactics work well—and which don’t—for your child at home. Ask if your child is having any problems in school, including on the playground. Find out if they are eligible for any special services to help with learning.

Developing and using a behavior plan

Children with ADD/ADHD are capable of appropriate classroom behavior, but they need structure and clear expectations in order to keep their symptoms in check. As a parent, you can help by developing a behavior plan for your child—and sticking to it. Whatever type of behavior plan you decide to implement, create it in close collaboration with your child and their teacher.

Kids with ADHD respond best to specific goals and daily positive reinforcement—as well as worthwhile rewards. Yes, you may have to hang a carrot on a stick to motivate your child to behave better in class. Create a plan that incorporates small rewards for small victories and larger rewards for bigger accomplishments.

Find a behavior plan that works

The Daily Report Card is a downloadable behavior plan, which can be adjusted for elementary, middle, and even high school students with ADHD.

Source:  Center for Children and Families

Developing an individualized education program (IEP)

An IEP is a free service in the United States that outlines unique accommodations to help your child with ADHD reach set goals in the classroom. For example, an IEP might include: 

• Extra time for your child to spend on quizzes and tests. 
• Learning plan tailored to their specific needs.
• Relocation to a classroom environment with fewer distractions. 

An IEP will also include specific, measurable goals so you can keep track of what’s working best for your child. 

As a parent, you can refer your child for an IEP. However, to be eligible, your child may need to undergo an evaluation that involves a review of their performance in classwork and observations of their behavior. A team of professionals—which might include teachers and healthcare providers—will conduct the assessment and then work with you to come up with a plan.

ADHD impacts each child’s brain differently, so each case can look quite different in the classroom. Children with ADHD exhibit a range of symptoms: some seem to bounce off the walls, some daydream constantly, and others just can’t seem to follow the rules.

As a parent, you can help your child reduce any or all of these types of behaviors. It is important to understand how attention deficit disorder affects different children’s behavior so that you can choose the appropriate strategies for tackling the problem. There are a variety of fairly straightforward approaches you and your child’s teacher can take to best manage the symptoms of ADHD—and put your child on the road to school success.

Managing distractibility

Students with ADHD may become so easily distracted by noises, passersby, or their own thoughts that they often miss vital classroom information. These children have trouble staying focused on tasks that require sustained mental effort. They may seem as if they’re listening to you, but something gets in the way of their ability to retain the information.

Helping kids who distract easily involves physical placement, increased movement, and breaking long stretches of work into shorter chunks.

• Seat the child with ADHD away from doors and windows. Put pets in another room or a corner while the student is working.
• Alternate seated activities with those that allow the child to move their body around the room. Whenever possible, incorporate physical movement into lessons.
• Write important information down where the child can easily read and reference it. Remind the student where the information is located.
• Divide big assignments into smaller ones, and allow children frequent breaks.

Reducing interrupting

Kids with attention deficit disorder may struggle with controlling their impulses, so they often speak out of turn. In the classroom or at home, they call out or comment while others are speaking. Their outbursts may come across as aggressive or even rude, creating social problems as well. The self-esteem of children with ADHD is often quite fragile, so pointing this issue out in class or in front of family members doesn’t help the problem—and may even make matters worse.

Correcting the interruptions of children with ADHD should be done carefully so that the child’s self-esteem is maintained, especially in front of others. Develop a “secret language” with the child with ADHD. You can use discreet gestures or words you have previously agreed upon to let the child know they are interrupting. Praise the child for interruption-free conversations.

Managing impulsivity

Children with ADHD may act before thinking, creating difficult social situations in addition to problems in the classroom. Kids who have trouble with impulse control may come off as aggressive or unruly. This is perhaps the most disruptive symptom of ADHD, particularly at school.

Methods for managing impulsivity include behavior plans, immediate discipline for infractions, and a plan for giving children with ADHD a sense of control over their day.

Make sure a written behavior plan is near the student. You can even tape it to the wall or the child’s desk.

Give consequences immediately following misbehavior. Be specific in your explanation, making sure the child knows how they misbehaved.

Recognize good behavior out loud. Be specific in your praise, making sure the child knows what they did right.

Write the schedule for the day on the board or on a piece of paper and cross off each item as it is completed. Children with impulse problems may gain a sense of control and feel calmer when they know what to expect.

Managing fidgeting and hyperactivity

Students with ADHD are often in constant physical motion. It may seem like a struggle for these children to stay in their seats. Kids with ADD/ADHD may jump, kick, twist, fidget and otherwise move in ways that make them difficult to teach.

Strategies for combating hyperactivity consist of creative ways to allow the child with ADHD to move in appropriate ways at appropriate times. Releasing energy this way may make it easier for the child to keep their body calmer during work time.

Ask children with ADHD to run an errand or complete a task for you, even if it just means walking across the room to sharpen pencils or put dishes away.

Encourage a child with ADHD to play a sport —or at least run around before and after school—and make sure the child never misses recess or P.E.

Provide a stress ball , small toy, or another object for the child to squeeze or play with discreetly at their seat.

Limit screen time in favor of time for movement.

Dealing with trouble following directions

Difficulty following directions is a hallmark problem for many children with ADHD. These kids may look like they understand and might even write down directions, but then aren’t able to follow them as asked. Sometimes these students miss steps and turn in incomplete work, or misunderstand an assignment altogether and wind up doing something else entirely.

Helping children with ADHD follow directions means taking measures to break down and reinforce the steps involved in your instructions, and redirecting when necessary. Try keeping your instructions extremely brief, allowing the child to complete one step and then come back to find out what they should do next. If the child gets off track, give a calm reminder, redirecting in a calm but firm voice. Whenever possible, write directions down in a bold marker or in colored chalk on a blackboard.

One positive way to keep a child’s attention focused on learning is to make the process fun. Using physical motion in a lesson, connecting dry facts to interesting trivia, or inventing silly songs that make details easier to remember can help your child enjoy learning and even reduce the symptoms of ADHD.

Helping children with ADHD enjoy math

Children who have attention deficit disorder tend to think in a “concrete” manner. They often like to hold, touch, or take part in an experience to learn something new. By using games and objects to demonstrate mathematical concepts, you can show your child that math can be meaningful—and fun.

Play games. Use memory cards, dice, or dominoes to make numbers fun. Or simply use your fingers and toes, tucking them in or wiggling them when you add or subtract.

Draw pictures. Especially for word problems, illustrations can help kids better understand mathematical concepts. If the word problem says there are twelve cars, help your child draw them from steering wheel to trunk.

Invent silly acronyms . In order to remember the order of operations, for example, make up a song or phrase that uses the first letter of each operation in the correct order.

Helping children with ADHD enjoy reading

There are many ways to make reading exciting, even if the skill itself tends to pose a struggle for children with ADHD. Keep in mind that reading at its most basic level involves stories and interesting information—which all children enjoy.

Read to children. Make reading cozy, quality time with you.

Make predictions or “bets.” Constantly ask the child what they think might happen next. Model prediction: “The girl in the story seems pretty brave—I bet she’s going to try to save her family.”

Act out the story. Let the child choose their character and assign you one, too. Use funny voices and costumes to bring it to life.

How does your kid prefer to learn?

When children are given information in different ways it can make it easy for them to absorb. While many children have a learning preference, it’s often best to use multiple types of teaching to keep kids with ADHD engaged.

• Auditory teaching involves talking and listening. Your child could recite facts to a favorite song, for example, or pretend they are on a radio show.
• Visual teaching uses reading or observation. Let them have fun with different fonts on the computer and use colored flash cards to study. Allow them to write or draw their ideas on paper.
• Tactile teaching uses physical touch or movement as part of a lesson. You could provide jellybeans for counters, for example, or costumes for acting out parts of literature or history. Let them use clay and make collages.

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Sure, kids may universally dread it—but for a parent of a child with ADHD, homework is a golden opportunity. Academic work done outside the classroom provides you as the parent with a chance to directly support your child. It’s a time you can help your child succeed at school where you both feel most comfortable: your own living room.

With your support, kids with ADHD can use homework time not only for math problems or writing essays, but also for practicing the organizational and study skills they need to thrive in the classroom.

Helping a child with ADHD get organized

When it comes to organization, it can help to get a fresh start. Even if it’s not the start of the academic year, go shopping with your child and pick out school supplies that include folders, a three-ring binder, and color-coded dividers. Help the child file their papers into this new system.

• Establish a homework folder for finished homework and organize loose papers by color-coding folders. Show your child how to file appropriately.
• Help your child organize their belongings on a daily basis, including backpack, folders, and even pockets.
• If possible, keep an extra set of textbooks and other materials at home.
• Help your child learn to make and use checklists, crossing items off as they accomplish them.

Helping a child with ADHD get homework done on time

Understanding concepts and getting organized are two steps in the right direction, but homework also has to be completed in a single evening—and turned in on time. Help a child with ADHD to the finish line with strategies that provide consistent structure.

• Pick a specific time and place for homework that is as free as possible of clutter, pets, and television.
• Allow the child breaks as often as every ten to twenty minutes.
• Teach a better understanding of the passage of time: use an analog clock and timers to monitor homework efficiency.
• Set up a homework procedure at school: establish a place where the student can easily find their finished homework and pick a consistent time to hand in work to the teacher.

Other ways to help your child with homework

Encourage exercise and sleep. Physical activity improves concentration and promotes brain growth. Importantly for children with ADHD, it also leads to better sleep , which in turn can reduce the ADHD symptoms.

Help your child eat right. Scheduling regular nutritious meals and snacks while cutting back on junk and sugary foods can help manage symptoms of ADHD.

Take care of yourself so you’re better able to care for your child. Don’t neglect your own needs. Try to eat right, exercise, get enough sleep, manage stress , and seek face-to-face support from family and friends.

More Information

• Homework Help - Tips for children with ADHD. (National Resource Center on ADHD)
• Supporting School Success - Including how to get your child organized, enlisting the school’s help, and seeking evaluation. (American Academy of Child Adolescent Psychiatry)
• Motivating the Child - How ADHD symptoms interfere with classroom expectations and how to realistically motivate your child. (LD Online)
• Step-by-Step Guide for Securing 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
• AACAP. Supporting School Success. (n.d.). American Academy of Adolescent & Child Psychiatry. Retrieved August 12, 2021, from 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
• “Individualized Education Programs (IEPs) (for Parents) – Nemours KidsHealth.” Accessed February 15, 2024. Link

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The CMHC Assessment team appreciates your interest in our psychological assessment services. At this time, we have reached our capacity for services for Spring and Summer 2024 semesters and have closed the survey. We are updating the assessment process for Fall 2024. Please watch our website for more information as it becomes available. If there are concerns that can be addressed through counseling, including any academic concerns, please schedule an appointment with a CMHC clinician by calling 208-885-6716. Clinicians can talk with you about the reasons you are seeking assessment services and provide strategies that may be helpful and applicable. Clinicians are also able to provide referral resources if needed. If you need immediate assessment support, we have a list of providers who assess locally in Moscow, Spokane and Boise. If you need more provider resources, please contact us at [email protected] .

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Psychological assessment at the Counseling and Mental Health Center (CMHC) includes assessment of various psychological and neurocognitive conditions, including but not limited to ADHD, learning disorders, traumatic brain injuries, autism spectrum disorder, personality disorders and many more.

Attention-deficit/hyperactivity disorder (ADHD), learning disorders (LD) and neurocognitive disorders are complex disorders that require labor-intensive assessment procedures in order to diagnose, including between approximately 4-10 hours of direct meetings. At the U of I CMHC assessments are primarily provided as part of our doctoral internship training program and by a limited number of our staff members. When performed by trainees, the assessment is performed under the supervision of a psychologist with expertise in the area of psychological assessment. It typically takes between 4-8 weeks to complete the assessment process following completing all tasks, though it may be longer depending on the time of year.

The goal of assessment is to help U of I students clarify if learning issues, ADHD or other areas are having an impact on their academic, personal or social functioning. While not every student's assessment results will reveal an attention or learning issue, our hope is to help students better understand their functioning. That said, our major focus of assessment is on ADHD, Learning Issues and ASD. Due to this, it may be suggested that other options are considered (ex. Counseling, medication, academic support services) prior to being put on the assessment waitlist or while you are on the waitlist.

There is a sliding fee for the assessment, ranging from $50 to $500 based on the type of testing, as well as need as determined by the Financial Aid Office, as well as depending on the type of testing provided. The fee will be charged directly to your student account.

Please use the links under the Psychological Assessment tab to the left side of this page to find more information, testing forms and community testing resources Please use the links under the Psychological Assessment tab to the left side of this page to find more information, testing forms and community testing resources .

Email us at  [email protected] or call 208-885-6716.

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Doctors Are Still Figuring Out Adult A.D.H.D.

It’s one of the most common psychiatric disorders in adults. Yet there are no U.S. guidelines for diagnosing and treating patients beyond childhood.

By Christina Caron

Just before Katie Marsh dropped out of college, she began to worry that she might have attention deficit hyperactivity disorder.

“Boredom was like a burning sensation inside of me,” said Ms. Marsh, who is now 30 and lives in Portland, Ore. “I barely went to class. And when I did, I felt like I had a lot of pent-up energy. Like I had to just move around all the time.”

So she asked for an A.D.H.D. evaluation — but the results, she was surprised to learn, were inconclusive. She never did return to school. And only after seeking help again four years later was she diagnosed by an A.D.H.D. specialist.

“It was pretty frustrating,” she said.

A.D.H.D. is one of the most common psychiatric disorders in adults. Yet many health care providers have uneven training on how to evaluate it, and there are no U.S. clinical practice guidelines for diagnosing and treating patients beyond childhood.

Without clear rules, some providers, while well-intentioned, are just “making it up as they go along,” said Dr. David W. Goodman, an assistant professor of psychiatry and behavioral sciences at the Johns Hopkins University School of Medicine.

This lack of clarity leaves providers and adult patients in a bind.

“We desperately need something to help guide the field,” said Dr. Wendi Waits, a psychiatrist with Talkiatry, an online mental health company. “When everyone’s practicing somewhat differently, it makes it hard to know how best to approach it.”

Can A.D.H.D. symptoms emerge in adulthood?

A.D.H.D. is defined as a neurodevelopmental disorder that begins in childhood and is typically characterized by inattention, disorganization, hyperactivity and impulsivity. Patients are generally categorized into three types: hyperactive and impulsive, inattentive, or a combination of the two.

The latest data suggest that about 11 percent of children ages 5 to 17 in the United States have been diagnosed with A.D.H.D. And about 4 percent of adults are estimated to have the disorder. But as recently as two decades ago, most mental health providers “didn’t really believe in adult A.D.H.D.,” Dr. Goodman said.

Now, for the most part, that’s no longer the case. And during the pandemic, stimulant prescriptions, primarily used to treat A.D.H.D., “sharply increased,” particularly among young adults and women, according to a study published in JAMA Psychiatry in January.

When diagnosing the condition, providers rely on the D.S.M.-5., the American Psychiatric Association’s official manual of mental disorders, which contains a somewhat arbitrary requirement: In order to meet the diagnostic criteria for A.D.H.D., significant symptoms, such as continual forgetfulness and talking out of turn, should be present in at least two settings before age 12.

But sometimes, older patients either do not recall childhood symptoms or say that those symptoms were mild. Judy Sandler, 62, who lives in Lincolnville, Maine , was not diagnosed with A.D.H.D. until her mid-50s, after retiring from her job as a teacher: It was the first time in her life she felt like she couldn’t get anything done. She wanted to write, but when she would sit down to focus, she immediately had the urge to get up and do something else: “I’ll just do the laundry,” she would think. “And then go walk the dog.”

During her working years, she benefited from a “hyper-structured” schedule — up until retirement. “All of a sudden, I felt like the rug had been pulled out,” she said.

Patients like Ms. Sandler fall into a gray area. She did not recall having significant symptoms in school or at home, rather she indicated that her symptoms became most problematic later in life. Her husband of 33 years, however, had noticed symptoms for years: She was often forgetful, for example, and found it challenging to slow down.

“There’s a lot more subtlety in making this diagnosis — especially in high-functioning, bright people — than just a symptom checklist,” Dr. Goodman said.

Is the D.S.M. missing symptoms?

The D.S.M. lists nine symptoms of inattention and nine symptoms of impulsivity-hyperactivity that are used to evaluate whether an adult or a child has A.D.H.D.

The D.S.M. does not formally include symptoms related to emotional dysregulation, which is when someone has difficulty managing their mood. It also does not officially mention deficits of executive functioning, or problems with planning, organization and self-regulation. But studies have found that these are some of the most common symptoms that adults with A.D.H.D. experience, said Russell Ramsay, a psychologist who treats adult A.D.H.D.

When the D.S.M.-5 was published in 2013, there was not enough high-quality research to support the addition of these symptoms, Dr. Goodman said. But experts say they are still useful to consider when assessing someone.

Dr. Goodman is working with Dr. Ramsay and other A.D.H.D. specialists from around the world to develop the first U.S. guidelines for diagnosing and treating adults with A.D.H.D., in collaboration with the American Professional Society of A.D.H.D. and Related Disorders.

There is an urgency to do so, in part because of new research that has emerged in the last decade. In addition, while adult A.D.H.D . is often undiagnosed and untreated, some people might be getting diagnosed who don’t actually have the disorder — and given medication they don’t truly need, Dr. Goodman said.

The new guidelines, which are expected to be available for public comment later this year, will aim to create a more uniform process for diagnosing adults, but the D.S.M. will continue to be the “gold standard” for providers, Dr. Ramsay said.

“It’s not wrong,” he added. “It’s just incomplete.”

Is it A.D.H.D or something else?

For adults, a proper A.D.H.D. diagnosis typically requires several steps: an interview with the patient, a medical and developmental history, symptom questionnaires and, if possible, conversations with other people in the patient’s life, like a spouse.

“There are no shortcuts,” said Dr. Lenard A. Adler, a professor of psychiatry at the N.Y.U. Grossman School of Medicine, while speaking to hundreds of providers at the American Psychiatric Association conference in early May. “This isn’t easy.”

While everybody has some trouble paying attention or is restless from time to time, he added, it’s really how pervasive and significant the symptoms are and how consistent and impairing they’ve been throughout the patient’s life that helps doctors decide if an A.D.H.D. diagnosis is appropriate.

But several factors can make it tricky.

People who consider themselves heavy users of digital technology are more likely to report A.D.H.D. symptoms, research suggests .

There’s a “chicken or the egg” dilemma, Dr. Waits said. Are people with A.D.H.D. drawn to using digital technology more than the average person? Or did their A.D.H.D. develop because of their technology use?

People with A.D.H.D. are also likely to have another coexisting condition , like substance use disorder, depression or anxiety, which can make it challenging for both doctors and patients to understand if their symptoms are a result of A.D.H.D., particularly if the symptoms overlap.

Ms. Marsh, who had been diagnosed with depression as a teenager and took up to 10 different medications to treat it without much success, finally received an A.D.H.D. diagnosis after visiting a psychologist in her hometown. This time, the practitioner took the time to talk with her parents and her partner, and then did a fresh analysis of the test results that had been deemed inconclusive four years earlier.

After Ms. Marsh began therapy and started taking the stimulant Focalin, the difference in how she felt was “insane,” she said. Her depression improved as well.

“I could keep track of things in my brain easier,” she added. “I’ve just been able to do a lot more things because I have the motivation for it.”

Christina Caron is a Times reporter covering mental health. More about Christina Caron

Understanding A.D.H.D.

The challenges faced by those with attention deficit hyperactivity disorder can be daunting. but people who are diagnosed with it can still thrive..

Millions of children in the United States have received a diagnosis of A.D.H.D . Here is how their families can support them .

The condition is also being recognized more in adults . These are some of the behaviors  that might be associated with adult A.D.H.D.

Since a nationwide Adderall shortage started, some people with A.D.H.D. have said their medication no longer helps with their symptoms. But there could be other factors at play .

Everyone has bouts of distraction and forgetfulness. Here is when psychiatrists diagnose it as something clinical .

The disorder can put a strain on relationships. But there are ways to cope .

Though meditation can be beneficial to those with A.D.H.D., sitting still and focusing on breathing can be hard for them. These tips can help .

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