The transition from school to university can be especially challenging for students with ADHD. University classes often have less structure, require more independent work, and have different academic expectations compared to secondary school. Here is an overview of what ADHD students should expect with some practical tips to make things easier.
What Students with ADHD Can Expect in the University Classroom
The move from high school to university can be very different for students with ADHD. In secondary school, classes are more structured and teachers provide a lot of guidance. But in university, classes are more independent and self-directed.
Here are some of the key differences students with ADHD should be aware of:
Schedule and time commitment: In high school, students attend classes around 30 hours per week with a set daily routine. But in university, classes are much more flexible, with students attending around 20 hours per week, spread out over 3-4 days. This requires stronger time management skills.
Class size: Class sizes jump dramatically, from 20-35 students in high school to potentially 50-300 students in university. This means less individualised attention from lecturers and professors, who may rely more on teaching assistants. Students have to be proactive in seeking help.
Homework and studying: School usually has frequent, shorter assignments. But university focuses more on larger, long-term projects that require 3-4 hours of daily studying per course. Lecturers may not check completed work closely, and focus more on exams and tests.
Guidance: School teachers are very hands-on, reminding students of assignments and offering direct help. University lecturers expect students to be self-motivated, manage their own schedules, and initiate contact for support.
Adapting to these changes can be challenging for students with ADHD. But being aware of the differences can help them make a smoother transition. By developing stronger time management, self-direction, and communication skills, ADHD students can set themselves up for success in the university classroom.
Adjusting to University-level Assessment
When students move from school to university, they often find big differences in how they are tested and assessed. Understanding these changes can really help students prepare for the academic demands of university.
In school, tests and assessments tend to happen more often, and they usually cover smaller, more manageable amounts of material. Teachers often reschedule tests to avoid clashes with other school events, and they commonly run revision sessions to highlight the most important topics. Success in school is often seen as the ability to remember and reproduce what was taught.
But university assessments work quite differently. Tests may be less frequent, but they typically cover much larger volumes of material in a cumulative way. Lecturers generally schedule tests without considering the demands of other classes or activities. Revision sessions led by lecturers are less common, and when they do happen, lecturers expect students to participate actively.
Additionally, the idea of doing well at university is often linked to the ability to apply knowledge to new situations or solve original problems. Rather than just reproducing information, university students need to demonstrate deeper understanding and strong critical thinking skills.
This shift can be challenging, but being aware of these assessment differences can help students with ADHD adjust their study methods and approach. By developing better time management, actively engaging in classes, and being willing to tackle new problems, students can set themselves up for success in the university assessment environment.
Navigating the Transition: Understanding College Grading Expectations in the UK
As you move from the familiar high school setting to the college environment in the UK, you’ll encounter significant shifts in how your academic performance is evaluated and graded. Understanding these differences can help you adapt your study habits and mindset for success.
In secondary schools, grades are often awarded for most assigned work. Consistently strong homework grades can positively influence your overall course grade, even if test scores are lower. The guiding principle is often “Effort counts,” with courses structured to reward this approach. Students can progress to the next year as long as they have passed the required courses with a grade of D or higher.
However, the grading system at UK universities operates under a different set of expectations. Grades may not be provided for all assigned work, and tests and major essays usually account for the majority of your course grade. You must be mindful of your first set of test results, as they can significantly impact your standing in the module. Lecturers often grade primarily on outcomes, with the guiding principle being “Results count.” While effort is appreciated, it does not substitute for strong academic performance.
To adapt to these grading differences, you’ll need to adjust your study habits and academic mindset. Rather than relying on consistent homework grades, university students must focus on mastering the material and demonstrating their understanding through tests and major assignments. Seeking feedback early, prioritising preparation for key assessments, and developing strong time management skills can all contribute to a successful university grading experience.
Accessing Accommodations and Support
As students with ADHD transition to university, they may be entitled to specialised accommodations and support services to ensure equal access to the academic environment. In the UK, the Equality Act 2010 requires all universities that receive government funding to provide specific accommodations for students with disabilities, including ADHD.
While the basic legal requirements must be met, some universities go above and beyond in the support they offer. By thoroughly researching the accommodations and services available at different institutions, students with ADHD can find the best fit for their individual needs.
Common accommodations for university students with ADHD often include:
- Extra time for exams and assessments
- Use of laptops or other assistive technology during exams
- Access to a quiet, distraction-reduced environment for tests
Many universities also provide a range of additional support services to aid student success:
- Reduced course load
- Copies of lecture notes from a classmate
- Permission to record lectures
- Access to audiobooks and text-to-speech software
- Coaching or mentoring to develop organisational and study skills (contact us to learn more).
Some adjustments that may be more difficult to obtain include:
- Extended time on essays and projects
- Course waivers and substitutions
- Alternative exam formats, such as oral assessments instead of written tests
Fortunately, many universities also offer a range of other supportive services that can greatly benefit students with ADHD, including:
- Training in adaptive technology to aid with organisation, note-taking, and time management.
- Assistance with developing effective study skills and time management strategies.
- Access to learning specialists, who may provide specialised support (though there may be an additional cost).
- Mentoring programmes and student support groups to foster a sense of community and accountability.
It is important for students with ADHD to proactively research the accommodations and services offered at different universities to find the best institutional fit. By advocating for the support they need and utilising the available resources, they can set themselves up for academic success and personal growth.
The ‘Catch-up’ Trap
You’ve missed one class because you forgot to check your timetable. You’ve been lucky enough to get notes from a classmate, but then you miss another class because you were sick. Then another class is missed because you slept badly and didn’t hear your alarm clock.
You don’t want to keep bothering classmates for their notes and you’re too embarrassed to go and speak to the tutor or lecturer. So you spend days ruminating on the situation, leading to decision-fatigue and procrastination as to what to do. Anxiety is building and you find yourself too embarrassed to face the lecturer in the next class.
Then it’s the end of term and you don’t understand the work as you’ve missed classes and your assignment is late. When asked how university life is going, you don’t want to go into much detail. It’s all “Fine”. But it isn’t. You’re losing hope about doing well and have fallen into the ‘Catch-up Trap’.
Here are some tips to stop this happening:
- Speak to the lecturer before the term starts. Explain your ADHD, how it affects you, and what support you need. Say something like “I’ve got ADHD. That means I really have to work hard to get the most out of your class. I’d like to check in with you sometimes to stay on track, is that okay?”
- Go to every class without fail. If you do miss a class because of sickness or an emergency, tell the lecturer immediately to keep them updated.
With open communication and attending classes regularly, you can avoid the “catch-up trap” and do well at university. Don’t be afraid to ask for the support you need – the tutors and lecturers want to see you succeed.
The key is to be proactive, communicate with your tutors, and use the support available. Avoid the temptation to skip classes and fall behind. With the right approach, students with ADHD can thrive at university.
Final Words…
This blog post is aimed at UK students, but if you are in the US, Intelligent.com provides this useful guide on transitioning to college: College Planning Guide For Students With Learning Disabilities.
By understanding the full scope of accommodations and services available, students with ADHD can advocate effectively for the support they need to thrive in the university setting. Proactively researching and comparing the offerings at different institutions can help students find the right university fit and set themselves up for academic success.