Attention Deficit Hyperactivity Disorder (ADHD) is a condition that affects someone’s ability to concentrate. People with ADHD may often feel restless and can be more prone to act on impulse. They can also experience additional issues such as anxiety, depression or problems with sleeping.
The exact cause of ADHD is unknown but it is thought to be genetic. Many people find their symptoms can be managed well by developing a variety of techniques and strategies to help deal with everyday events. Medication is often first offered as a treatment option for adults, although psychological therapies (such as Cognitive Behavioural Therapy ‘CBT’) can also be useful, or a combination of the two.
Strengths associated with ADHD Creative problem-solving ability (often thinking outside the box) Energy and motivation in areas of interest Sensitivity and empathy Willingness to take risks Persistence/tenacity. Difficulties associated with ADHD Concentration Making careless mistakes Organisation Prioritising tasks Being able to stick to tasks that are tedious or time-consuming Appearing forgetful or losing things
Good practice
General guidelines
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Many of the approaches that will benefit students with ADHD will be helpful to all students and should be adopted within an inclusive teaching framework Try to avoid making assumptions about what the student can and cannot do Include students in discussions about their learning needs and by seeking feedback you can help them to feel valued and facilitate improvements in communication, teaching and learning If an inclusive approach is adopted, most of the needs of students with ADHD will be met immediately.
Accessible course materials
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Ensure that all your course handouts and slides are created and provided in an electronic format and are accessible to users of assistive technology, such as text-to-speech software. Visit our page on creating accessible teaching material. Ensure that reading lists, identifying key texts, are provided to the student well in advance of when they are required (at least four weeks prior). This will enable students with ADHD to plan ahead and start reading as early as possible Convert course material in multi-sensory and accessible formats (eg audio recordings, adoption of different colours) in an easy-to-navigate setup.
Lectures/seminars/tutorials/labs and teaching
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Consider the slide format in relation to the accessible text guidelines Ensure that all handouts and other materials to be referred to in class are made available prior to the class so that students will have a chance to prepare effectively Students are permitted to audio record their lectures, tutorials and supervision sessions using their own equipment for their own personal learning, and in compliance with GCU guidance on the use of recordings Encourage students to sit away from noise and in front of the class to minimise distractions and allow for periodical short breaks Consider using active learning and facilitated group work to help improve learning Consider teaching organisational and study skills as part of the curriculum (eg how to break down tasks into parts, estimating the time needed for completion of tasks).
Student support
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Close working relationships between academics and student services can ensure students receive the adjustments and support that they need for their chosen course Consider having dedicated office/contact hours so that students with ADHD know they can contact you. Otherwise, if you know a student has ADHD, ask them if they would benefit from check-ins from appropriate academic staff (such as a Personal Tutor or Academic Disability Co-ordinator) - this could be via email, Teams call, or in person.
Assessment and exams
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Consider which assessment formats will enable students with ADHD to fully demonstrate their knowledge. Traditional assessment methods, such as essays and exams, are often a barrier to students with ADHD due to the nature of the assessment style Design assessments so that tasks are split up into smaller parts, and remember to highlight, emphasise and repeat important information.
Individual adjustments
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Please refer to the student's Recommended Adjustments Page (RAP) where applicable. This should detail the individual adjustments the student has discussed with their Disability Adviser.
Examples of individual adjustments include:
Lectures: Permit the student to remove themselves temporarily if required Exams and tests: Additional time; use of a computer; smaller room; permit the student to take rest breaks Placements: Follow pre-placement planning process; consider alternative methods for initial recording of client/patient notes such as using a dictaphone Other: Give sympathetic consideration to requests for extensions to deadlines.
The guidance provided is not exhaustive. Every student is different and as such the needs of each individual will differ. Specific supports and adjustments will be detailed in a student’s RAP.
Other support for students with ADHD
Learning Development Centre (LDC)
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Body doubling
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The concept of ‘body doubling’ is simply doing a task or studying in the presence of someone else. Here is a short video with a more detailed explanation .
At GCU the Disability Team has assisted a group of students to set up their own body-doubling group, in the hope that this peer support will enable students to be more productive when studying, by reducing procrastination and helping maintain focus and motivation.
If you would like more information or know of a student who would like to be added to the group, please direct them to the Disability Team.
Assistive software
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All GCU students have access to software aimed at supporting academic studies. The following software may be of particular benefit to students with ADHD:
Texthelp Read&Write Read&Write is a literacy support tool that offers help for everyday tasks with tools like reading text aloud, understanding unfamiliar words and proofreading written work. If you struggle with focus and concentration when reading, you may benefit from the reading tools in Read&Write, including listening to text read aloud and using headphones to cut out distracting background noise.
All GCU students can download the Chrome plugin version of Read&Write which gives you access to almost all the key features of the software. On campus, you can use the desktop version of Read&Write too.
Here is the link to download Read&Write for Chrome: Download Read&Write Chrome Plugin
Mind Mapping with Mind Genius Mind Genius is a mind-mapping software tool we recommend at GCU. Mind mapping is useful for planning and structuring your written assignments or presentations. If you are easily distracted, and study best in shorter bursts of activity, a mind map makes it much easier to return to your assignment and pick up from where you left off. It’s also a useful tool for visual thinkers.
You can download it for free by following the instructions via this link: Download MindGenius
If you would like any more information or require support/training in this software, please contact disability@gcu.ac.uk
Further information
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Below are some useful external organisations. If there are any others that you think might be of use to students please contact us and let us know.
