ADHD & Academics
It’s no surprise that people with ADHD often struggle academically in one way or another. Untreated ADHD has repeatedly been linked to lower academic performance (1) and more than one-third of students with ADHD drop out of high school, compared to 15% of those without a psychiatric condition (2).
Many people don’t realize the full range of consequences that can occur when ADHD is left untreated. Some students develop their own coping strategies early or have milder symptoms that allow them to succeed without additional support. But for others, ignoring academic challenges can lead to a snowball effect, where small struggles build up over time and become overwhelming.
Chances are, if you’re reading this blog, you or someone you love has (or you suspect they have) ADHD. Understanding the specific academic challenges associated with ADHD is the first step toward overcoming them. Below are three common reasons why students with ADHD struggle in school.
ADHD Often Goes Undiagnosed or Misdiagnosed, Leading to Years Without Proper Support
Children as young as 4-6 years old can be formally diagnosed with ADHD (3), but pre-teens and teenagers are nearly twice as likely to receive a diagnosis compared to younger children (4). This means that even though many students with ADHD are diagnosed early, they still experience several years of development and schooling without necessary support. Worse yet, some children are misdiagnosed with other conditions that share overlapping symptoms with ADHD.
For example, girls are more likely to be misdiagnosed with anxiety or depression (5), while boys are sometimes over-diagnosed due to their tendency to display more stereotypical ADHD symptoms (6).
Misdiagnosis or delayed diagnosis is not just about missing a label—it directly affects a student’s ability to succeed. Without proper treatment, students fall behind academically, and the consequences often extend beyond school. ADHD symptoms can be disruptive, particularly for younger children who struggle with self-regulation. If these behaviors are met with punishment rather than intervention, problems escalate over time. As academic demands increase, students who lack coping strategies may find themselves unable to manage their workload.
Executive Dysfunction is a Hallmark of ADHD
School places enormous demands on executive functioning—the set of cognitive skills responsible for planning, organizing, and regulating behavior. When academic demands exceed a student’s executive functioning abilities, their performance begins to suffer. Research has shown that students with ADHD are at increased risk for lower reading and math scores, lower GPAs, and grade repetition (7). As students’ progress into middle school and beyond, these gaps in academic performance widen compared to their neurotypical peers (8).
One significant issue is that schools rarely teach executive functioning explicitly. In early elementary school, students are taught to read. Once they master reading, they are expected to learn by reading—a skill that relies heavily on executive functioning. While neurotypical students often develop these skills naturally, those with ADHD may struggle, contributing to ongoing academic difficulties.
Traditional Schools Are Not Designed for ADHD Brains
Traditional learning environments are not built with students with ADHD in mind. For many, sitting still for extended periods is difficult. Now imagine listening to a lecture about a topic that doesn’t interest you for 45 minutes—five times a day. Even with short breaks for lunch and recess, this structure can feel exhausting and even suffocating.
On top of this, students with ADHD are rarely taught in ways that align with their strengths. I often compare it to asking a fish to climb a tree and then labeling it as incapable when it fails. Climbing a tree is impossible for a fish, but that same fish could swim for miles while a monkey might struggle to cross a river.
Unless you had the privilege of attending a specialized private school or being homeschooled, this was likely your reality growing up. Traditional schools often have high student-to-teacher ratios, diverse learning levels within a single classroom, and limited resources for hands-on, interactive learning that benefits neurodiverse students. These barriers make it even harder for students with ADHD to thrive.
So, What Can We Do Now?
Knowledge is power, and understanding these challenges is the first step toward overcoming them. Just because many of us have struggled in the past doesn’t mean we have to continue struggling. By learning from our experiences, we can ensure that today’s students receive the support they need to succeed.
This blog series will explore strategies for navigating ADHD in academic settings. As an ICF Certified ADHD-Life Coach in training and a neurodivergent individual, I am passionate about sharing the strengths that come with ADHD. I believe that we are great because of our ADHD, not in spite of it.
Over the course of my life, I’ve seen how access to information can be life-changing. By tapping into my strengths, I hope to share ADHD knowledge and resources with our empowered community. Stay tuned for future posts, where I’ll dive into executive function hacks, study techniques, and strategies for advocating for better support in school.
Together, we can embrace the brilliance of the ADHD mind and create a path to academic success!
References
Jangmo, Andreas, Amanda Stålhandske, Zheng Chang, Qi Chen, Catarina Almqvist, Inna Feldman, Cynthia M. Bulik, et al. “Attention-Deficit/Hyperactivity Disorder, School Performance, and Effect of Medication.” Journal of the American Academy of Child & Adolescent Psychiatry 58, no. 4 (April 2019): 423–32. https://doi.org/10.1016/j.jaac.2018.11.014.
Breslau, Joshua, Elizabeth Miller, W.-J. Joanie Chung, and Julie B. Schweitzer. “Childhood and Adolescent Onset Psychiatric Disorders, Substance Use, and Failure to Graduate High School on Time.” Journal of Psychiatric Research 45, no. 3 (March 2011): 295–301. https://doi.org/10.1016/j.jpsychires.2010.06.014.
Wolraich, Mark L., Joseph F. Hagan, Carla Allan, Eugenia Chan, Dale Davison, Marian Earls, Steven W. Evans, et al. “Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents.” Pediatrics 144, no. 4 (October 1, 2019): e20192528. https://doi.org/10.1542/peds.2019-2528.
Reuben. “Attention-Deficit/Hyperactivity Disorder in Children Ages 5-17 Years: United States, 2020-2022.” Hyattsville, MD: National Center for Health Statistics (U.S.), March 20, 2024. https://doi.org/10.15620/CDC/148043.
Quinn, Patricia O., and Manisha Madhoo. “A Review of Attention-Deficit/Hyperactivity Disorder in Women and Girls: Uncovering This Hidden Diagnosis.” The Primary Care Companion For CNS Disorders, May 15, 2014. https://doi.org/10.4088/PCC.13r01596.
Ford-Jones, Polly Christine. “Misdiagnosis of Attention Deficit Hyperactivity Disorder: ‘Normal Behaviour’ and Relative Maturity.” Paediatrics & Child Health 20, no. 4 (May 2015): 200–202. https://doi.org/10.1093/pch/20.4.200.
Polderman, T. J. C., D. I. Boomsma, M. Bartels, F. C. Verhulst, and A. C. Huizink. “A Systematic Review of Prospective Studies on Attention Problems and Academic Achievement.” Acta Psychiatrica Scandinavica 122, no. 4 (October 2010): 271–84. https://doi.org/10.1111/j.1600-0447.2010.01568.x.
DuPaul, G. J., and G. Stoner. ADHD in the Schools: Assessment and Intervention Strategies. Guilford Publications, 2014.
