Students with Attention-Deficit/Hyperactivity Disorder (ADHD), whether combined type (hyperactive and inattentive) or predominantly inattentive type, often struggle with executive functioning skills. Executive functioning refers to the cognitive processes and mental skills that enable individuals to plan, focus attention, remember instructions, problem solve and juggle multiple tasks. These challenges are frequently intensified by the increasing academic demands of a college-preparatory curriculum. As a result, many students require higher levels of structured support, such as executive functioning coaching or in-school homework assistance.
In the article The Link Between ADHD and Anxiety, Dr. Sanjai Thankachen, MD, states that “Attention-deficit/hyperactivity disorder (ADHD) and anxiety disorders are two of the most common mental health conditions, and they often co-occur.” The two conditions share overlapping symptoms, including inattention, restlessness, impulsivity,difficulty sustaining focus, and racing thoughts. Students with ADHD may not yet have developed the organizational habits and work routines necessary for success in high school without targeted
intervention.
Support in executive functioning skills—such as prioritization, organization, time management, and planning—is often essential for completing assignments in a timely manner and meeting academic expectations. ADHD exists on a spectrum from mild to severe, and the level of support required depends on each student’s individual presentation. Some students benefit from medication, and treatment options should be discussed with a qualified psychiatrist. Strattera (atomoxetine), for example, is a non-stimulant medication commonly prescribed for ADHD.
According to Stephanie Ruggiero, PsyD, a clinical psychologist at the Child Mind Institute, “During high school and young adulthood symptoms may look like:
• Restlessness and subtler fidgeting, like bouncing a foot or tapping a pen
• Forgetfulness, disorganization, and trouble being on time
• Trouble in school. For example, disciplinary issues, missing homework assignments, or skipping class
• Difficulty making and keeping friends
• Impulsive or risky behaviors, like experimenting with alcohol or drugs”
According to Dr. Ruggiero, “About two-thirds of children who have ADHD will continue to meet the criteria for ADHD by the time they’re adults. Untreated, it can result in difficulties at work and in relationships, and run-ins with law enforcement.” But, notes Dr. Ruggiero, “Support for kids can set them up to manage their symptoms as adults. “Understanding, intervention, medication, and persistence can make ADHD very manageable.” While many individuals develop compensatory strategies over time, ongoing support is often necessary. Students with ADHD frequently struggle with organization, including maintaining orderly backpacks, managing handouts, and keeping track of personal belongings. Consistent backpack checks and structured organizational systems—such as accordion folders, planners, digital reminders, color-coding, checklists, and highlighters—are strongly recommended. Students with ADHD often lack the required work ethic and academic stamina necessary for success in the high school setting. Additional support in school and at home can bridge this gap.
Students with ADHD may become bored, distracted, or restless during extended periods of instructional time and often benefit from brief movement breaks and the use of fidget toys. Some exhibit restless leg movements or experience test anxiety. Excessive use of electronic devices, particularly mobile phones, is also common. These challenges can contribute to low self-esteem, especially when students are unable to sustain attention long enough to fully absorb instructional content. Overall, students with ADHD tend to thrive in highly structured environments and typically require increased supervision and support both at school and at home.