On April 29, the Trump administration announced it was cutting $1 billion in funding for federal grants used to hire and train 14,000 mental health professionals in 260 public school districts across 49 states.

The grants originated in 2022’s Bipartisan Safer Communities Act, a bill that passed the Senate with unanimous consent following the school shooting in Uvalde, Texas, where 22 people died, including 19 elementary school children. The bill was largely seen as important recognition of and support for an escalating mental health crisis among American youth.

In April, the Trump administration eliminated all funding for these grants, blaming Diversity, Equity and Inclusion (DEI) initiatives associated with them. Specifically, the administration objected to grant money being used to train and recruit diverse mental health counselors who reflect the demographic make-up of the students they serve.

Meanwhile, research shows that BIPOC students benefit from access to a diverse cohort of mental health professionals¹, and the inverse is true as well.

“We see studies that show a bias in the way that Black children, in particular, are treated in the health care system compared to white children,” said Tumaini Rucker Coker, M.D., during the ADDitude webinar “Equity in ADHD Care.” “It is directly related to racial bias. Black families are less likely than white families to have concordance or a shared lived experience with their healthcare providers, and studies have shown that Black adults are more likely than white adults to report lower levels of trust in their providers as well.”

[Read: “As Inclusion Disappears, My Mask Reappears”]

Furthermore, “studies show that Black families tend to have worse outcomes with white doctors,” said Napoleon B. Higgins, Jr., M.D., during his ADDitude webinar “Health Equity in ADHD.” “That is that is a sad thing to hear, but if we can educate more providers, maybe we could change that.”

Recently, ADDitude invited its readers’ reflections on news of the $1 billion in cuts to youth mental health services. Nearly 200 people responded, and many of them expressed concern that all students’ mental health may suffer because of the cuts, but especially those with autism, ADHD, and learning differences, who may benefit from seeing school counselors with similar lived experiences.

[Read: “DEI – and Neurodivergence – Are Under Attack”]

ADDitude Readers React to Mental Health Funding Cuts

“As a school social worker and the parent of a child who has an IEP, I consider Trump’s cuts to funding for public school mental health to be gross negligence. I think that it highlights his ignorance on the issues plaguing our youth. I also find it irresponsible. Our kids still are not okay ever since COVID. I believe that it will impact the services that my son receives.”

“Students need to feel safe and be OK within themselves before they can take in the knowledge to learn anything. Cutting access to mental health services means that students who are at-risk learners due to factors outside a school’s or educator’s control may become disengaged learners. This leads to more problematic and potentially anti-social behavior.”

“As a former teacher of students with disabilities, I am concerned. Students need safe places to go and get mental health support. Parents are doing their best but don’t always have the resources to support their children.”

“All three of my children are neurodiverse, and this can take a toll on their mental health. Having supports like counselors, DEI programs, and other accessibility programs is vital. I now have two children in college and one entering high school.”

“I am a school counselor and my son has ADHD. We’re already incredibly behind on providing mental health services to students. These cuts are only going to significantly increase the percentage of students whose health needs are hardly or never addressed.”

“Every child should have the support they need to excel in school. School mental health services are critical for this.”

“I don’t understand why we are defunding mental health awareness, advocacy, and resources. It really doesn’t make any sense to me. It seems like we had made such strides forward in mental health, but now we’re going backward for some reason. I understand cutting expenses to cut spending and improve the national deficit, but it seems like we are cutting very vital and necessary things. It’s like trying to cut back on your own budget by deciding to not buy groceries anymore.”

Understanding Trump’s Funding Freeze: Next Steps

• Read: Generation AnXiety — Findings on ADHD & the Mental Health Crisis
• Learn:Youth Mental Health Care Is Vital. And Hard to Access.
• Watch: Mental Health Out Loud Webinar

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Sources

¹
McGuire, TG., Miranda, J. (March-April 2008). New evidence regarding racial and ethnic disparities in mental health: policy implications. Health Affairs.https://doi.org/10.1377/hlthaff.27.2.393

Typing and handwriting lecture notes are equally effective methods for helping students with ADHD learn and recall information presented in class, and each one is far superior to taking no notes, finds a new study conducted by researchers at Indiana University. In addition, researchers found that both slower handwriting speed and worse sustained attention were related to higher ADHD symptoms.¹

In the study, 152 college students (46 with an ADHD diagnosis, 105 without) were divided into three groups: one cohort was instructed to handwrite notes, one was instructed to type notes, and one was instructed not to take notes. The students then watched a 15-minute TED talk and were given a free response quiz with no opportunity to review their notes. In addition to grading the assessment, researchers measured the participants’ handwriting speed, typing speed, fine motor dexterity, sustained attention, and severity of ADHD symptoms.

The learning benefit associated with both handwriting and typing notes was greater for students with higher ADHD symptom severity, causing researchers to conclude that, “active notetaking facilitates significant encoding gains in individuals with higher ADHD symptoms, critically suggesting that not taking notes is especially detrimental for those with higher symptoms.”

Challenges of Note Taking with ADHD

Previous research has demonstrated that students with ADHD face considerable challenges taking effective notes because of issues with working memory, transcription fluency, handwriting speed, and listening comprehension.^{2, 3}

Because of this, many postsecondary students with ADHD receive academic accommodations that allow them to receive copies of notes, either from a designated notetaker, a speech-to-text software, or an artificial intelligence note-taking program.

While notetaking accommodations offer students with ADHD access to good, quality notes they might not be able to produce themselves, the process of note-taking itself offers benefits that student with notetaking accommodations may be missing, the study’s researchers explain.

“The in-the-moment, active process of transcribing lecture information via notetaking facilitates learning, independent of studying, coined as the encoding effect,” ⁴ write the study’s authors. “It is theorized that encoding benefits arise from the sensorimotor engagement notetaking affords through transcription, as well as the cognitively demanding nature of the notetaking process.”

The study’s authors point out the dearth of research exploring whether notetaking accommodations actually reduce academic impairment related to ADHD, and they urge educators and providers supporting students with ADHD to consider that, “not taking notes may prevent individuals with higher ADHD symptoms from benefiting from initial learning gains active notetaking affords.”

Handwritten and Typed Notes Equally Beneficial

While notetaking’s cognitively demanding nature is precisely what gives rise to its benefits — including helping students with ADHD sustain attention — it is also why students with ADHD avoid or struggle to take notes.

Susan Kreuger, M.Ed., offers more detail about why notetaking is so taxing, in an ADDitude article titled “Notes on Taking Notes:” “Taking notes should be more than writing down information as a teacher is lecturing. A student needs to pay attention and try to understand what the teacher is teaching. He should be able to distinguish the big picture from insignificant details.”

For some, notetaking is particularly draining because of its fine motor demands. The study found that students with ADHD exhibited slower handwriting speeds than did neurotypical students, which slowed their transcription speed. By contrast, no differences in typing speed were found between the ADHD and non-ADHD groups.

The researchers urge students with handwriting challenges to explore the use of a keyboard which, “may free up cognitive resources during the notetaking process and provide opportunity for in-the-moment encoding benefits.”

Sources

¹Shimko, G. A., & James, K. H. (2025). The effects of notetaking modality and symptoms of attention-deficit/hyperactivity disorder (ADHD) on learning. Educational Psychology, 1–20. https://doi.org/10.1080/01443410.2025.2493257

²Vekaria, P. C., & Peverly, S. T. (2018). Lecture note-taking in postsecondary students with attention-deficit/hyperactivity disorder. Reading and Writing: An Interdisciplinary Journal, 31(7), 1551–1573. https://doi.org/10.1007/s11145-018-9849-2

³Gleason, J. D. (2012). An Investigation of the Note-Taking Skills of Adolescents with and without Attention Deficit Hyperactivity Disorder (ADHD): An Extension of Previous Research (Doctoral dissertation, Columbia University).

⁴Di Vesta, F. J., & Gray, G. S. (1972). Listening and note taking. Journal of Educational Psychology, 63(1), 8–14. https://doi.org/10.1037/h0032243

A: Young people, and particularly neurodivergent students, should absolutely explore and question whether they’re truly ready for college. During the COVID-19 pandemic, we saw a dramatic rise in the number of students who deferred their college admissions and took a gap year. It was a good option then, and it remains a good option now for many.

A gap year refers to a period of time, typically after graduating from high school and before starting college, when a student takes a break from formal education to pursue activities like volunteering, working, or traveling.

[Q: How Do I Know If My Teen Is Really Ready for College?]

When we think about whether a gap year is right for a student, we look at several factors:

• Academic readiness: Is the student excited to tackle college course material or do they feel burned out?
• Motivational readiness: Is the student driven to live on their own and manage the rigors of college? Are they emotionally prepared for an environment that is less structured than high school?
• Self-regulation: Does the student have a healthy sleep routine and lifestyle? Are they taking their medication on their own? If unmonitored, will they be on their devices all the time, interfering with their ability to study?

[Q: Is My Teen Taking the Easy Way Out by Deferring College?]

I would approach the conversation with your teen from a strengths-based perspective and frame the gap year as an advantage. You might say: “You are very capable of doing well and succeeding in college. I want to make sure that you reach your full potential. Taking a gap year is not about delaying college. It is about setting you up for long-term success in your future career and life. We are not derailing your college plans; we are just finding an alternate way to get there. With this extra time, you will be in a stronger position to achieve your career goals and make the most of your education.”

If you are financially supporting their college education, you could add: “College is a significant investment, and I want to make sure it is money well spent. You have so much potential, and this extra time will help you maximize your experience.”

Invite your teen into the conversation and acknowledge their concerns, especially if they’re worried about what others might think. Reassure them that, in the long run, a gap year can position them for greater success.

Gap Year Decisions: Next Steps:

• Read: Gap Year Programs for ADHD Students
• Watch: “Gap Year Pros and Cons for Neurodivergent Students”
• Read: The 4-Year College Track is Not Right for Everyone

Carolyn Jeppsen is CEO and co-founder of BroadFutures, a nonprofit created to fund internships for neurodivergent youth.

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The Trump administration said it plans to dismantle the U.S. Department of Education (DoE), the federal agency responsible for enforcing the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act (Section 504), and the Americans with Disabilities Act (ADA). About 7.5 million students from kindergarten through grade 12 receive special education and related services under the IDEA, and nearly 2 million others receive accommodations through 504 Plans.

IEPs are protected by law. As long as the IDEA remains intact, the rights of students with disabilities to IEPs will remain protected. However, the DoE is the primary watchdog for both IDEA and Section 504, so enforcement of IEP and 504 Plan violations could be affected.

Though no IEPs and 504 Plans exist in higher education, both Section 504 and the ADA prohibit discrimination from colleges and universities, and require covered institutions to provide accommodations that will allow students with disabilities to compete on a level playing field.

Parents and educators are worried and asking: What happens if plans to restructure or eliminate the Department of Education are successful?

In this webinar, you will learn:

• About the role of the Department of Education as it relates to special education and higher education issues, with a focus on IEP and 504 Plans for students with ADHD and learning disabilities
• How the Trump administration’s DoE developments would likely or potentially impact students’ accommodations
• How IEP and 504 Plans would be enforced if the DoE is eliminated
• About the recourse parents would have if IEPs or 504 Plans were not followed
• How parents and teachers can advocate for their children during this tumultuous and uncertain time

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

ADHD Accommodations and Educational Rights: Resources

• Free Download: Your Child’s Legal Rights at School
• Read:  “Is My Child’s IEP in Danger?”
• Read: When Schools Resist Evaluating & Addressing Learning Disabilities
• Get the eBook: The Complete IEP/504 Guide

Obtain a Certificate of Attendance

If you attended the live webinar on April 23, 2025, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet the Speaker

Mary J. Goodwin-Oquendo, Esq., is an established and respected disability civil rights attorney and adjunct professor of law at Fordham University School of Law. Her passion for disability advocacy was ignited when she was a child and witnessed how hard her mother had to fight to make sure that her younger brother received appropriate special education placement and services. Mary was later diagnosed with a disabling chronic condition as a young adult, so she understands the importance of accommodations and equal access in post-secondary and professional settings, as well as the unique challenges that people with “invisible disabilities” face when asserting their rights.

For more than 15 years Mary has advocated for individuals with cognitive, physical, and psychiatric disabilities who have experienced discrimination in school and/or require accommodations on high stakes admissions and licensing examinations. Prior to starting her own practice, The Goodwin-Oquendo Law Firm, P.C., she worked closely with her mentor and friend, a highly esteemed activist, attorney, and NYS Assembly Member, Jo Anne Simon, Esq. At the beginning of her career at Jo Anne Simon P.C., she collaborated with various affinity groups to submit vital feedback to the United States Department of Justice and Equal Employment Opportunity Commission that was incorporated into the agencies’ final rules enforcing the Americans with Disabilities Amendments Act of 2008.

Mary is a member of the New York State Bar Association, and an appointed member of the association’s Committee on Disability Rights. She has developed continuing legal education (CLE) coursework for attorneys and currently serves as one of the editors of the New York State Bar Association’s disability treatise. She is also a member of the Disability Rights Bar Association, the New York City Bar Association, the American Bar Association, and previously served on the executive board of the New York Urban League Young Professionals and the National Urban League Young Professionals Programs Committee.

Mary has had the honor of speaking before several impactful organizations, including the Annual Stanford Conference on Disability in Healthcare and Medicine, the Jacobus tenBroek Disability Law Symposium, The Docs With Disabilities Podcast, The Coelho Fellowship Conference Panel, The Society of Directors of Academic Medical Physics Programs, and The Headache Alliance. She has also been invited to speak at several universities and colleges.

Follow ADDitude’s full ADHD Experts Podcast in your podcasts app:
Apple Podcasts | Spotify | Google Play | Amazon Music | RadioPublic | Pocket Casts | iHeartRADIO |

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March 4, 2025

As the Trump administration moves to dismantle Diversity, Equity, and Inclusion policies in the public and private sectors of the United States, my thoughts turn to one of our country’s largest minority groups: people with disabilities.

According to the Centers for Disease Control and Prevention, more than 1 in 4 Americans — or 70 million individuals — live with a disability. This diverse group spans all age groups, racial and ethnic backgrounds, gender identities, sexual orientations, socioeconomic statuses, and religious beliefs. Disability doesn’t discriminate.

DEI programs and initiatives designed to encourage diversity and promote fairness in education and in the workforce benefit people with disabilities, including those with ADHD. And with the dismantling of these programs, we are witnessing a surge in discrimination toward people with disabilities. The full impact of the Trump administration’s dismantling of DEI policies on people with disabilities is difficult to measure but impossible to discount.

Disability In Dire Straits

I have served as a disability advocate for the past 25 years; 15 of those years were in higher education as a professor, program coordinator, and director of disability services. I have a graduate degree in rehabilitation sciences and am a nationally certified rehabilitation counselor. This is not a field I chose; rather, it chose me.

You see, I am also a mom to three children with disabilities and a fierce advocate for many more. In recent years, I have seen a gradual erosion of the services and protections available to individuals living with disabilities. I have been hesitant to voice my concerns over these changes because, by nature, I am a people pleaser. I stay in my lane, keep my head down, and get my work done. But that all changed two years ago.

[Free Resource: Classroom Accommodations for Children with ADHD]

In April 2023, as an assistant professor and rehabilitation counselor, I was offered the opportunity to train more than 500 rehabilitation counselors on multicultural competencies in counseling, among other things, under Florida’s Vocational Rehabilitation program. Cultural competencies help us, as counselors, support our clients by taking into account their backgrounds and acknowledging our own internal biases. I was excited about this collaboration — until Gov. Ron DeSantis announced that the training was no longer permitted under the state’s new DEI policies.

Soon after, DeSantis signed a bill into law banning the state’s public universities from spending funds on DEI initiatives. This included training counselors on their ethical obligations as professionals. I explained that people with disabilities are from all demographic backgrounds and that counselors who understand cultural differences can more effectively support their clients’ vocational and mental health needs. I even offered to do the workshops for free. I was shut down.

Colleges and universities live under the threat of having funding withheld if they do not comply with political mandates to eliminate courses, programs, student organizations, support services, and other initiatives with DEI components.

[Read: “Here’s What Happened When I Revealed My ADHD on LinkedIn”]

The Escalating Attack on DEI

Florida’s assault on DEI initiatives two years ago foreshadowed what is happening today in American politics, and the threats to public and private institutions alike is real. I fear that President Trump is setting a national agenda and tone that does not value people with disabilities and their vital contributions to society. The evidence of this is everywhere:

1. The standard Accessibility Statement on the White House website was removed by the Trump administration. This lack of visibility and accessibility underscores a lack of concern for Americans with disabilities, who had visible accessibility statements under Presidents Biden and Obama.
2. The U.S. government has eliminated DEI efforts in all federal agencies and is pressuring private companies to do the same.
3. The Trump administration aims to dismantle the U.S. Department of Education (DOE).
• The DOE oversees federal funding for K-12 schools servicing students with disabilities and handles discrimination complaints in education, including non-compliance, under the Americans with Disabilities Act (ADA). Roughly 7.5 million students, or 15 percent of the student population, receive special education under the Individuals with Disabilities Education Act (IDEA), which provides $15 billion to support students with disabilities. Without the federal DOE, funding for students with disabilities would be eliminated, as well the ability to enforce allocation of services to these students.
• The DOE provides protection. Seventeen states are actively working to eliminate 504 Plans in their education systems. The absence of strong federal oversight would leave millions of students vulnerable to discrimination and lacking the resources needed to be successful in school.
• The DOE provides funding to Title 1 Schools. Federal dollars target schools in low-income areas to “provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps by allocating federal funds for education programs and services,” according to the National Center for Education Statistics.
• The DOE oversees federal student aid to college students. Students could lose untold dollars in loans, grants, and federal student aid if the DOE is eliminated.

Disability rights are human rights. Disability rights are civil rights. Disability rights matter.

We must not turn a blind eye to the strategic maneuvers at play in our national politics. America’s leaders are making calculated decisions that threaten to upend the lives of thousands of Americans with disabilities. We must speak out.

What can we do today?

1. Take a stand. Educate yourself and those around you. Advocate for disability rights.
2. Call or write to your local, state, and federal legislators, your local news organizations, and to President Trump and Vice President Vance. Write op-eds explaining these harmful policies.
3. Organize grassroots efforts in your community to support people with disabilities.
4. Check in on people who are affected by these changes. Let them know they are not alone.
5. Boycott businesses that do not value diversity, equity, and inclusion.
6. Practice self-care. Go for a walk. Have dinner with a friend. Dance. Laugh. This is a marathon, not a sprint. We all need to take care of ourselves.

What Does DEI Mean: Next Steps

• Free Download: 40 Winning Accommodations for Your Child with ADHD or LD
• Read: “DEI – and Neurodivergence – Are Under Attack”
• Read: “Justice for All: What We Lose When the Country Abandons DEI”

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

This generation faces unparalleled challenges, but the themes of emerging adulthood remain constant: identity exploration and feelings of in-betweenness. From navigating opposition and disillusionment to exploring independence, here are the skills young adults need today — and ways that parents can help them approach these pain points.

Going Nowhere, Fast: How to Counter Pessimism and Opposition

Q: How do we get our child past the why-bother-because-the-world-sucks attitude? This mentality has kept my child from making moves post-college graduation and contributing to the household. Gaming is the only thing that interests them — they oppose almost all our ideas.

Solution: Explore Non-Withdrawal

You can’t make your child think that the world doesn’t suck. And your child isn’t alone in thinking that the world is a dreary place. Many members of Gen Z protest the state of the world by choosing to withdraw from it, mostly by escaping into the virtual. But you can explore — in a non-judgmental, non-hostile way — why your child thinks the world sucks, and whether they can participate in it anyway.

• Go with it. Ask, “If the world sucks, what do you think is going to happen down the road for you? Where do you see this all going?” This won’t be a one-time conversation.
• Show genuine curiosity. Say, “It must be so hard for you to feel like you don’t have any opportunities that are worthwhile in today’s world — that you don’t feel able to mobilize to do the things that you want to do. That must be really tough.”
• Give the benefit of the doubt. Avoid unsolicited advice or digs at your child’s bothersome behaviors (like sleeping all day and staying up all night to game). It only feeds oppositionality.
• Negotiate when the time comes. Most young adults eventually become bored of non-participation, which is good. It opens the door for you to fashion, in collaboration with your child, a way for them to have time to do what they want (in this case, gaming) and contribute to the family household.
• Build up to talks about their goals, not yours. Once your child begins engaging in negotiation, revisit the world-sucks conversation, and add in questions about values and aspirations. Ask:
  • You do care about some things. What might you be able to discover by taking those values and putting them into action?
  • What goals do you have? How can we help you get there? How might we come up with a transition plan?
  • What appeals to you? What might you find fun and rewarding (that also happens to bring you income)?

[Read: 5 Life Skills Every Young Adult with ADHD Should (Eventually) Master]

It’s-Everyone’s-Fault-ism: How to Instill Ownership

Q: My son blames all bad outcomes, such as lost job opportunities, on others. He does not see his role, and he doesn’t wonder what he could do differently next time. How can I help him develop self-awareness and a growth mindset?

Solution: What Floats Your Child’s Boat?

You’ll inspire your child to take ownership of his career and life not by telling him to be more responsible, but by engaging his motivational system.

Be Curious About Frustrations

Say your son abruptly quit his relatively new job because he “hated it.” Use the experience to start a conversation that taps into your child’s motivations.

You: What parts of the job did you hate the most?

Son: The inflexible work hours and how boring some of my tasks were.

You: I see. It seems like these aspects really matter to you, and you weren’t getting what you hoped for from this job. Were there aspects of the job that you liked?

Son: I liked days when I had variability and when I got to use my creative side.

You: It sounds like you know what you want out of a future role. How might you ensure that your next job has more of what motivates you — even enough to put up with the boring parts?

You can take the conversation in multiple directions — from how your son can manage boredom on the job to how he can find opportunities for creativity even when it’s not part of the job description. Either way, this approach will help your child view problems interactively and consider his role in the solution.

Shift to a ‘Try’ Mindset

For many with ADHD, blaming others often develops as a defense mechanism against feeling like a failure, which can turn into learned helplessness and avoidance — the “I’d rather not give myself a chance” mindset. As best you can, teach your son to try, learn from failure, and try again. Say, “Well, maybe that didn’t work out. What else might we try? We’re here for you — let us know when you’re ready to talk.”

[Recommended Reading: “Why Does Fear of Failure Paralyze My Teen with ADHD?”]

Helping or Hurting? How to Support Without Enabling

Q: “My son is always asking me for money. He’s in his late 20s and he moved to another city a few years ago to try to make it in a niche business. He’s taken a regular job while trying to make inroads, but he constantly asks for financial help. I give him what he asks for because he’s in survival mode, and I don’t want to be a dream crusher. Am I supporting or enabling him?”

Solution: Support with Limits & Don’t Swoop In

One of the most daunting yet key aspects of parenting a young adult is knowing when and how much to step back. Young adults need to struggle so they can learn how to resolve problems. Jumping in to save them entirely is not doing them any favors. Everyone struggles to find their way, and your job is to manage your anxiety if you see your child experiencing this normal difficulty. Remember, you’re parenting an adult — not a child or an adolescent — who desperately wants to figure it out for themselves.

At the same time, supporting your young adult in pursuing their dream and giving them a chance at it is a good thing — so long as you’ve expressed your expectations and limits. Consider how much you’ve provided to your son so far, and how much more (if anything) you’re comfortable providing. Communicate your limits with your child and discuss how he’ll live within a budget in his city. Keep in mind that a parental subsidy is the norm today, where so many young, well-educated people take low-paying jobs to get by while the cost of living continues to soar.

What Is Adulthood, Anyway?

Q: My 20-year-old kid seems so far from adulthood. I was far more mature at their age. Is my child stalled or am I being too hard on them?

Solution: Take a Step Back

The picture of adulthood has changed considerably. By your mid-20s, you were expected to have completed your education and/or established a career path, become financially independent, found a partner, and become a parent. Today, this process lasts through the 20s and well into the 30s. And let’s keep in mind that the post-COVID world is harder for youth, who lost in-person schooling and now see greater skill deficits. For young people with ADHD, it can take longer to reach the milestones of adulthood due to executive function challenges.

Is it about you? Your biases and assumptions may be making it harder for you to view your child and their circumstances objectively. Ask yourself:

• “How different are my adult child’s experiences from my own at that age?”
• “Do I need to give them more parental or adult guidance than I got?”
• “Do I view my adult child as a kid or as an adult?”
• “Do I judge myself ― or them ― if they’re not flourishing?”
• “Is this delay in growing up a period of self-discovery ― or self-indulgence?”

If your young adult really has failed to launch, help them start to address issues (but not solve them). Interventions for executive function difficulties, which interfere with setting and meeting goals, may help. CBT for executive dysfunction, for example, can help your child better understand ADHD, learn how to handle stress, procrastination, and negative thoughts, and modify their environment so they can thrive.

Failure to Launch? Next Steps for Thriving with ADHD

• Get This Free Download: Transform Your Teen’s Apathy Into Engagement
• Read: Teaching Generation Z How to Hope
• Read: How to Adult ― 6 Rules for Embracing Independence with ADHD
• Get This eBook: The Adult’s Guide to Stronger Executive Functions

The content for this article was derived from the ADDitude ADHD Experts webinar titled, “The Journey to Independence: A Parent’s Guide to Delayed Adulthood with ADHD” [Video Replay & Podcast #503] with Anthony Rostain, M.D., M.A., which was broadcast on May 1, 2024.

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Should your student continue to receive ADHD care from a longtime clinician or join a new practice closer to campus? Here are some factors to help you decide.

Continuity of Care vs. New Support

One benefit of your teen continuing care with their existing clinician: Because of their personal knowledge of and history with your teen, that clinician can quickly recognize and respond to worsening symptoms. Familiarity can also have a downside, however. Some young adults have told me their clinicians feel comfortable regularly re-prescribing medications over text without an evaluation, which can lead to inaccurate clinical decisions.

[Get This Free Download: How to Get ADHD Accommodations in College]

If your student wants to continue care with the clinician they had in high school, ask the clinician for their perspective. If your teen is attending college out of state, ask whether the clinician is licensed in that state. You should also keep in mind that it might be less convenient for your student to regularly attend appointments in another state. Fewer face-to-face appointments can mean that worsening ADHD symptoms go undetected and untreated. Have this conversation several months before the transition so your teen has time to find a new care team, if needed.

Finding a New Clinician

Roughly one in four students with ADHD is receiving a prescription for stimulants from a psychiatrist in the local community around their college, even though finding a psychiatrist who is affordable and taking new patients can be difficult. Some students have the financial means to pay cash and take their pick of available psychiatrists. Most do not.

To identify medical professionals in the community around your student’s new school who accept your insurance, consult your student’s insurance website. Call early. Insurance network lists can be outdated with clinicians who are no longer taking new patients.

If identifying a psychiatrist proves difficult, find a primary care clinician who is willing to prescribe ADHD medications. This might be less desirable if your teen has multiple psychiatric conditions or needs frequent or more complicated medication adjustments, however.

[Read: 13 Survival Tips from College Graduates with ADHD]

Some students use campus mental health services. Our research has shown that almost all U.S. colleges and universities offer mental health services, but few provide clinical services for ADHD. Check the institution’s website or call its health clinic to determine whether ADHD services are offered. The advantages of these clinics: They are on campus and are usually cheap or free. Your student may need to provide documents to verify their diagnosis and transition their care.

College can be a rewarding time for students with ADHD. Choosing who will manage your teen’s professional mental health care during these formative years requires planning, conversations, and careful thought about what will maximize their chance of appropriate care.

ADHD Therapist and Medication Changes: Next Steps

• Free Download: Who Can Treat ADHD?
• Read: ADHD and College: Survival Guide for Teens on Their Own
• Read: The College Survival Guide for Students with ADHD

James Aluri, M.D., is an associate professor of psychiatry at the Johns Hopkins University School of Medicine.

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This may help explain the results of a study, which found that college students with ADHD were three times more likely to withdraw after freshman year than their non-ADHD peers.¹

College students need to meet deadlines, study for exams, wake up in time to take those exams, take their medication, and resolve differences with their roommates, among countless other acts of adulting. Without the skills necessary to tackle those responsibilities, college life can be overwhelming.

[Free Webinar Replay: “Building a College-Readiness Timeline for Teens with ADHD”]

College Readiness Checklist

Sometimes, a student’s aspirations don’t align with their skills and circumstances, so we must help them gauge their college readiness to meet the expectations of college life. To approach this conversation objectively, review the following checklist with your child. Assign a score from 1 (strongly agree) to 5 (strongly disagree) to each item.

Personal Awareness

My student…

• Articulates learning strengths and weaknesses
• Wakes up and goes to sleep without adult support
• Has a driver’s license or uses public transportation
• Sticks to a budget
• Manages screen time
• Understands laws on consent, pornography, drugs, alcohol, and Title IX (sex discrimination protections)
• Makes doctor, dentist, and haircut appointments independently

Academic Acumen

My student…

• Advocates for their needs with teachers
• Manages email inboxes and calendars
• Navigates school portals and grade books independently

Self-Management

My student…

• Has been away from home for an extended period
• Has discussed college finances and allowance with parents
• Has displayed grit and can push through discomfort

Career Visioning

My student…

• Can articulate areas of career interest
• Has volunteered or had a summer job or internship

[Free Webinar Replay: “Gap Year Pros and Cons for Neurodivergent Students”]

No teenager will have perfected all these skills. The idea is to assess which areas need improvement so you can make a plan to build up those skills as your student progresses through high school and beyond.

Pick one area to tackle first. Create a goal that is S.M.A.R.T.: specific, measurable, achievable, relevant, and time-bound. An example might be: By the end of sophomore year, my student will use an alarm clock to wake up independently every day for school.

College Readiness for ADHD Students: Next Steps

• Free Download: How to Get ADHD Accommodations in College
• Read: 5 Factors That Influence Success in College
• Read: How to Prepare Your ADHD Teen for College, According to Research

Laura Barr, M.ED., is a college consultant with experience as an educator, administrator, writer, and instructional coach.

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Source

¹DuPau, G.J., Franklin, M.K., Pollack, B.L., Stack, K.S., Jaffe, A.R., Gormley, M.J., AnastopouIos, A.D., Weyandt, L.L. (2018). Predictors and Trajectories of Educational Functioning in College Students With and Without Attention-Deficit/Hyperactivity Disorder. J Postsecond Educ Disabil. https://pubmed.ncbi.nlm.nih.gov/31225528/

1. Student Accessibility Services

Colleges’ offices of Student Accessibility Services (SAS), also known as Disability Services, ensure that qualified students with disabilities can take advantage of all that colleges have to offer, academically and beyond, without threat of discrimination. That said, SAS accommodations and services vary widely among colleges. When you’re visiting colleges, make an appointment with SAS and ask these questions:

• Is peer or professional tutoring offered and is there a fee?
• Do coaches or other professionals work one-on-one with students to support executive functioning?
• Do you offer programming like workshops and training seminars?

To get a sense of the college culture, ask questions such as: If I had a professor who gave me a hard time about an accommodation, how would your office handle that?

[Read: How to Prepare Your ADHD Teen for College, According to Research]

2. Counseling and Health Services

It’s common for students with ADHD to experience anxiety and/or depression, so it’s wise to ask each campus counseling center these questions:

• What kind of counseling services are offered?
• Is there an annual limit on counseling sessions per student?
• Is there a pharmacy on campus and assistance with medication management?

3. Size of Classes and Campus

Many students with ADHD report that smaller classes are more conducive for learning. Classes of 15 to 30 students aid engagement by providing more accountability and opportunity for active participation than you’ll find in a giant lecture hall.

[Read: How Can We Improve Outcomes for College Students with ADHD?]

Smaller student populations, in general, allow colleges to offer more opportunities to connect with faculty, deans, and staff at resource centers. Frequent check-ins, no matter how casual, can provide an academic and emotional safety net for neurodivergent students.

Also keep in mind that a smaller physical campus may be easier to maneuver for students with executive function challenges. Students expend mental energy each time they walk across campus to a dining hall, library, or for laundry services. That cognitive load is lightened with those facilities are nearby.

4. Course and Club Offerings

Review course catalogs to be certain a college offers courses of study that align with your student’s passions. Explore which classes are required for graduation; some colleges have extensive requirements, while others offer more choice or flexibility.

Student organizations, clubs, and sports allow students to come together to participate in shared interests that naturally facilitate connections. Make sure the colleges you’re researching offer these opportunities in areas that ignite your student’s passions. Also ask: How competitive or easy-to-join are these groups or teams?

ADHD on Campus: How Can Student Accessibility Services Help?

Once your student qualifies for disability services, SAS will schedule an intake appointment to discuss reasonable accommodations, in and out of the classroom. For example, colleges can grant housing accommodations to ease executive function challenges associated with independent living.

Many accommodations common in high school won’t be relevant for college. Be prepared to consider new accommodations that are specific to a college setting. These include:

College Accommodations

Academic accommodations

• Priority registration for classes
• Reduced course load
• Access to recorded lectures and class notes
• Flexible deadlines

Housing accommodations

• Single room (or double, max)
• Dorm with dining hall/laundry
• Centrally located dorm
• Emotional support animal

At the start of every semester, students should work with SAS to determine which accommodations they need for each class and request that SAS notify the professors. Students should then meet with each professor to figure out how these accommodations will be structured.

Coaching in College

College academic resource centers offer students writing assistance and tutoring, by peers or professionals. These centers often provide coaching to students with disabilities, either individually or in small groups. Students with executive functioning deficits get help with planning prioritization, and time management. Coaches can help students break down projects into manageable chunks, prioritize a to-do list, and devise a plan of attach for midterms, finals, and more. The scope, frequency, and cost of coaching varies by college.

Programming in College

Many SAS offices provide programming in the form of workshops, seminars, or study sessions. Connecticut College, for example, offers a workshop called “What the EF?” that helps students before midterms and finals, when stress causes weak executive functioning skills to wobble. The workshop teaches students how to schedule their days, carving out time for studying, writing papers, eating, taking breaks, and sleeping.

What if your student is denied services?

If your student’s request for accommodations is denied, you must go through the college’s formal grievance process, which is usually explained on its SAS webpage.

Securing College Accommodations: A Timeline

At Connecticut College, where I work, these are the deadlines to keep in mind when considering accommodations. Timelines vary among colleges.

May 1:

Typical deadline for college deposit

• Contact SAS to assess required documentation
• Meet with providers to complete documentation
• Submit paperwork through college portal
• Schedule intake appointment to discuss accommodations

June 15:

Typical deadline for housing selection

• Register for pre-orientation program, if offered

August 1:

Typical deadline for academic accommodations

• Register for classes (possibly with priority registration)
• Request facility notification letters be sent to selected faculty

“What College Should I Go To?” Next Steps

• Read: “How Can My Teen Find an ADHD College Coach?”
• Watch: “College Accommodations for Neurodivergent Students”
• Read: “How Do I Measure College Readiness for My Teen with ADHD?”
• Read: 29 Accommodations for College Students with ADHD

Jillian Heilman, Ph.D., CRC, is the Director of Student Accessibility Services at Connecticut College.

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What is Texas v. Becerra?

Texas v. Becerra is a lawsuit filed by 17 states against the United States government that could effectively end 504 Plans for millions of students across the country.

The lawsuit was filed in late 2024 by Texas Attorney General Ken Paxton against the Biden administration, which changed Section 504 of the Rehabilitation Act to include gender dysphoria as a protected disability. Notably, the lawsuit also argues that “Section 504 is unconstitutional.” The lawsuit says that “Section 504 is coercive, untethered to the federal interest in disability, and unfairly retroactive” and it asks for “permanent injunctive relief” that would block enforcement of Section 504.

What is Section 504 of the Rehabilitation Act?

Section 504 of the Rehabilitation Act codified the civil rights of persons with disabilities and protected them against discrimination while ensuring their equal access to education, employment, healthcare, and public services. It established rules regarding the treatment of people with disabilities by any entity that receives federal funds, including all public schools.

What is considered a disability under Section 504?

The most common disability covered by 504 plans is ADHD, which can significantly impact a student’s ability to learn and regulate attention and emotion in the classroom.

According to Section 504, an “individual with handicaps” includes anyone with a physical or mental impairment that substantially limits one or more major life activity, such as seeing, hearing, speaking, learning, or working. This includes everything from learning disabilities and anxiety to food allergies.

How many children have a 504 Plan?

Approximately 8.5 million public school students across the U.S. have a 504 Plan designed to ensure they can access a free and appropriate education. 504 Plans support students who may not qualify for an Individualized Education Program (IEP) but still need support to fully participate in school.

What is typically included in a 504 Plan?

Accommodations for students with ADHD include extra time on assignments, preferential seating, movement breaks, written and verbal instructions, and organizational tools like planners and daily report cards. These low- or no-cost accommodations are designed to help students with disabilities learn to the best of their ability.

What could happen if the 17 states win Texas v. Becerra?

If the 17 states prevail, and Section 504 is ruled unconstitutional, then all of its protections against discrimination for people with disabilities can be halted across the country. Individual states would be freed from their legal obligation to provide students with aids, services, and protection from discrimination. Millions of students could lose access to their school accommodations.

What’s more, the Office for Civil Rights (OCR) within the Department of Education is in charge of receiving, investigating, and resolving complaints from parents regarding discrimination and 504 Plan compliance at schools. The OCR is at risk for significant budget and personnel cuts by the Trump administration, which said it plans to dismantle the Department of Education entirely.

What happens next?

The first round of legal briefs is due to the courts next Tuesday, February 25. Prior to that deadline, advocacy groups are encouraging residents of the 17 states involved in the action to petition for withdrawal from the lawsuit. The 17 states include Alabama, Alaska, Arkansas, Florida, Georgia, Indiana, Iowa, Kansas, Louisiana, Missouri, Montana, Nebraska, South Carolina, South Dakota, Texas, Utah, and West Virginia.

What can you do?

Contact your senators and representatives to voice your support for Section 504, for 504 Plans, and for protections for students with disabilities. If your state is one of the 17 named in the lawsuit, contact your state attorney general to demand your state’s withdrawal. If your state is not involved in bringing the case, contact your state attorney general and ask the office to submit an amicus brief on the importance of retaining 504 protections for people with disabilities.

Find suggested language for a letter to your attorney general on the Council for Exceptional Children website.

Find sample language provided by the National Down Syndrome Society here.

The National Council on Independent Living also offers sample language for contacting elected officials.

If you would like to share your thoughts, opinions, or story regarding 504 Plan accommodations, contact ADDitude at submissions@additudemag.com.

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The U.S. Department of Education (DoE) is now sustaining a rapid-fire succession of cuts and changes spearheaded by President Donald Trump and a team within his administration dubbed the Department of Government Efficiency (DOGE) and led by billionaire Elon Musk. Significant news this month includes the following:

• February 3: The Wall Street Journal reports that Trump is working on an executive order to shut down all functions of the DoE and/or move them to other government departments and entities. According to CNN, the executive order will direct the secretary of Education to create a plan to diminish the department through executive action, and also seek Congressional legislation to end the department.
• February 6: According to The Washington Post, at least 16 DOGE team members have gained access to the Education Department directory and have fed sensitive personal and financial data — including federal student loan data containing Social Security numbers, birth dates, and driver’s license numbers — into artificial intelligence software. Some were also granted administrator-level status in the department’s email system, allowing them access to the back end of ed.gov.
• February 7: Members of U.S. Congress were barred from entering the Education Department building for a meeting with Education Secretary Denise Carter.
• February 9: White House press secretary Karoline Leavitt confirmed that Trump is weighing “options and how to reduce the size of the Department of Education if not abolish it completely.”
• February 10: The White House ordered an abrupt halt to 89 contracts and 29 grants for research projects underway within the Institute of Education Sciences, an independent research agency within the DoE that is a main source of funding for education research. The agency studies the efficacy of daily report cards for students with ADHD and interventions to improve on-task behaviors, attention, and academic outcomes for students with ADHD, among other things.
• February 11: A federal judge has agreed to hear a lawsuit filed on behalf of The University of California Student Association that accuses the DoE of violating the Privacy Act of 1974 by sharing sensitive data with DOGE staffers. The group has asked the judge to temporarily block the Education Department from continuing this practice and to retrieve any information already transferred to DOGE, according to Higher Ed Dive.
• February 12: Trump announces at a press conference that he wants the Department of Education “closed immediately.” CNN reports that mass firings have started with the termination of probationary (typically new) employees of the DoE “across the agency from the general counsel’s office, to the Office of Special Education and Rehabilitation Services that supports programs for children with disabilities, to the Federal Student Aid office.”

So what does all of this change mean for the 7.5 million U.S. school children (15% of that population) who have special needs and whose public schools receive billions of dollars in funding for services and resources from the U.S. Department of Education?

The impact on special-education programs that fall under the Individuals with Disabilities Education Act (IDEA), as all Individualized Education Plans (IEPs) do, remains unclear. But here is a rundown of what we know.

[Download: Your Free Guide to the U.S. Education Laws Protecting Students with ADHD]

What does the U.S. Department of Education do?

The U.S. Department of Education, created in 1979, develops and enforces federal education laws; funds special-education programs; administers financial aid programs; and conducts research on schools, students, and educational issues.

The Education Department serves public school students across the United States by:

• Providing funding to support Title I grants for nearly two-thirds of public schools serving 26 million vulnerable students in pre-K through Grade 12
• Funding special-education programs for students with disabilities covered by IDEA, including dyslexia, autism, and ADHD, which falls into the act’s ‘Other Health Impaired’ category if symptoms impact educational performance
• Administering loans and Pell Grants for low-income college students. The DoE distributed approximately $27.2 billion in Pell Grants during the 2022-2023 academic year, and 43 million people have federal student loans
• Enforcing civil rights laws like Title IX, which protects against discrimination based on gender or disability
• Supporting school improvement programs to boost education outcomes
• Funding programs to promote mental health and after-school activities

“The department currently oversees federal student loan programs, distributes financial aid, and enforces policies meant to protect borrowers from predatory lending practices. Eliminating the DoE could introduce uncertainty into loan servicing, possibly delaying repayments, altering forgiveness programs or making it harder for students to access federal aid,” according to Newsweek.

What does the U.S. Department of Education NOT do?

The Department of Education does not set or enforce curricula, or determine state education standards.

State and local school boards decide curriculum, textbooks, and what’s taught in history or science classes. Educator salaries, hiring, and qualifications are determined by state laws and local school boards. Each state adopts its own education standards. Private and religious schools operate independently, and they determine their own tuition prices. Public universities are funded by state governments; the Education Department only provides federal aid and loan programs.

[Quiz: How Well Do You Know U.S. Education Law?]

How big is the Department of Education?

In 2024, the Education Department employed roughly 4,425 people and had a budget of $79 billion.

What is the Individuals with Disabilities Education Act (IDEA)?

IDEA is a law governing how states and public agencies provide early intervention, special education, and related services to more than 8 million eligible infants, toddlers, children, and youth with disabilities.

IDEA guarantees the right of students with qualified disabilities, such as ADHD, dyslexia, autism, and more, to participate in Individualized Education Programs (IEPs) that provide special education and related services and accommodations designed to improve the student’s ability to receive academic instruction.

IDEA also authorizes formula grants to states and discretionary grants to institutions of higher education and other non-profit organizations to support research, demonstrations, technology and personnel development, and parent-training and information centers.

What role does the Education Department play in the IDEA?

The Education Department enforces the IDEA through the Office of Special Education Programs (OSEP) and the Office for Civil Rights (OCR) by doing the following:

• Developing and communicating federal policy for IDEA
• Monitoring and enforcing state implementation of IDEA
• Helping states implement early intervention services for infants and toddlers with disabilities
• Investigating complaints and conducting compliance reviews
• Working with schools to address issues when rights are not upheld
• Protecting the rights of people with disabilities under Section 504 of the Rehabilitation Act of 1973

What is Section 504 of the Rehabilitation Act of 1973?

“Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education,” according to the DoE.

What role does the Education Department play in Section 504?

OCR, a division of the department, enforces Section 504 by ensuring that public schools provide a “free appropriate public education” (FAPE) to each qualified student with a disability who is in the school district’s jurisdiction, regardless of the nature or severity of the disability. “OCR receives complaints from parents, students or advocates, conducts agency initiated compliance reviews, and provides technical assistance to school districts, parents, or advocates,” according to the DoE.

Any student with a 504 Plan is covered by Section 504. If a school district is out of compliance with Section 504 by failing to provide “education in regular classes with supplementary services, and/or special education and related services,” the OCR may initiate administrative proceedings to terminate DoE financial assistance to the school or refer the case to the Department of Justice for judicial proceedings.

How does the DoE financially support students with ADHD?

According to available research, the DoE spends a significant amount on students with ADHD, with estimates ranging from $5.6 billion for younger children to between $9.36 and $19.75 billion for older children and teenagers on educational costs including special education, therapies, and counseling, all related to managing ADHD in the school setting.

How much of any state’s special-education funding comes from the DoE?

Since IDEA was enacted, federal funds have covered approximately 13% of the cost of special-education services. States supplement federal IDEA funding with funding formulas for special education that vary widely from state to state. The remainder of funding comes from state and local tax revenue.

In a study of 5,694 districts in 24 states, serving nearly 3 million students with disabilities, Bellwether found that special education services cost $13,127 per student per year, on average. Funding from the DoE covered $1,578 of that cost, or 12%. The districts received dedicated special-education state revenue totaling $3,388 per pupil, and the remaining $8,161 in funding was generated through taxes.

Will Trump likely be able to shut down the DoE?

By law, the Education Department can be shut down only by an act of Congress. According to Time magazine, “In January, Rep. Thomas Massie, a Republican from Kentucky, re-introduced a bill that would terminate the Department of Education. The bill has 30 Republican co-sponsors thus far,” but would require 60 votes to pass.

If the Department of Education is shuttered, will my child’s IEP be impacted?

IEPs are protected by law, as spelled out in IDEA. So long as IDEA law remains intact, the rights of students with disabilities to IEPs will remain protected. However, the DoE is the primary watchdog for both IDEA and Section 504, so enforcement of IEP and 504 Plan violations could be impacted. It is also unclear how federal government funding cuts could impact local school districts across the country that rely on DoE funds to “support disabled students, pay special education teachers and therapists, and buy the materials and equipment that students need,” according to The Century Foundation.

If the Department of Education is shuttered, who will enforce IDEA law?

Another federal agency, such as the Department of Justice, would likely take over enforcement of IDEA if the Education Department were abolished. This would include conducting compliance reviews, investigating complaints from parents, and enforcing penalties for schools that fall out of compliance. It is unclear how any change in enforcement may impact parents’ ability to secure special-education resources or pursue complaints against schools for providing inadequate resources under IDEA.

Department of Education & IEP Law: Next Steps

• Submit: Email your questions about IEP law and how DoE changes might impact your child to customerservice@additudemag.com
• Read: 10 Myths About School Laws and Services for Students with ADHD
• Know: Your Child’s Educational Rights

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Triaging a to-do list rarely comes naturally, but it’s learning how to prioritize is a skill that can be taught. Guide your child through these steps:

1. Brain Dump: Jot down every single task on the horizon.

2. Next, Sort.

• When is each task due? Note deadlines next to related items. For looming deadlines, mark the task as “urgent” by adding an exclamation point!
• Is it important? Put an * next to important tasks, which will help your child achieve a goal or relate to a core value.

3. Make a shorter list: On a new page, create a smaller to-do list containing five or so items. The first items should be urgent, followed by some important ones. Set aside the long list and only refer to the short list. When it’s time for a new to-do list, return to the brain dump to pull more tasks.

[Get This Download: The Eisenhower Matrix for Prioritization]

Q: “My child struggles to get started on tasks. How can I move them along?”

Avoidance procrastination happens when you dread an unpleasant task. Maybe the task was unwieldy to begin with, or maybe it started small (e.g., writing in a daily reading log) but due to avoidance, ballooned in size (e.g., a whole month of daily entries). For your child, tackling the unpleasant task feels like climbing Mount Everest — without a sherpa. They don’t know where they’re going or what to expect.

Help your child break the unpleasant task into small, bite-sized chunks. And by small, I mean tiny. The first step of writing an essay isn’t “Write the first paragraph.” Instead, try: “Open a new document and write your name at the top.” Accomplishing this tiny step increases the odds of moving to step two. The idea is to focus on one small thing, and then another and another until the sum of the task is completed.

If your child still can’t get started, it probably means the steps aren’t small enough.

Q: “My child always gets their work done —at the last possible minute. Is there any way around this?”

Deadlines work wonders to get kids with ADHD locked in and focused. Why? When you’re up against a wall, adrenaline and cortisol activate your brain, giving you the motivation you need to get started — and creating a lot of stress in your body. Here are some ways to get ADHD brains engaged without all that stress.

• Create your deadline: After breaking down the big task, leverage the power of a deadline by having your child create one for each step.
• Race the clock: Have your child use the low-stakes pressure of a timer to motivate their work.
• Body double: Encourage your child to find a body double, someone they can work alongside to make the task more stimulating.

How to Prioritize Tasks: Next Steps

• Get This Checklist: Common Executive Function Challenges — and Solutions
• Free Download: Proven Homework Help for Kids with ADHD
• Read: Preventing Procrastination 101
• Read: Prioritize & Organize With These Planner Pointers

Sharon Saline, Psy.D., is a clinical psychologist and author of several books.

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Some high school seniors, particularly those with ADHD who have experienced persistent academic stress, may benefit from taking a gap year before they begin college, a trade school, or a career. A gap year is a temporary break from higher education. Some students who take a gap year desperately need the time off to decompress, some are uncertain about their direction, and others may want to gain another year of maturity and/or independence before living away at college.

A gap year can provide a teen with the opportunity to work, volunteer, study, travel, and generally take some time to grow and develop. This webinar will provide a basis for caregivers, school counselors, and young people themselves to decide if taking a year off after high school or after a year or two of college is right for their family.

In this webinar, you will learn:

• About the different types of gap year programs most appropriate for neurodivergent students
• About the benefits and drawbacks of taking a gap year
• What research data show about students who take a gap year
• What caregivers should consider, and what counselors might advise, regarding whether a student should pursue a gap year
• About the growing trend of neurodivergent students who are already in their first or second year of college and decide they want to take a gap year

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

Click the play button below to listen to this episode directly in your browser, click the symbol to download to listen later, or open in your podcasts app: Apple Podcasts; Audacy; Spotify; Amazon Music; iHeartRADIO

Gap Years & Neurodivergent Students: More Resources

• Download: How to Get ADHD Accommodations in College
• Read: Is College Right for My Teen with ADHD?
• Read: The Case for (Working, Maturing) Gap Years
• eBook: Teens with ADHD, Part One

Obtain a Certificate of Attendance

If you attended the live webinar on February 4, 2025, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Webinar Sponsor

The sponsor of this ADDitude webinar is….

Landmark College offers summer programs to assist a wide range of students with learning differences, including rising high school juniors and seniors, recent high school graduates and students enrolled at other colleges. Students learn specific strategies to be successful in formal academic settings and grow personally and academically in an intentional and supportive academic community. www.landmark.edu

ADDitude thanks our sponsors for supporting our webinars. Sponsorship has no influence on speaker selection or webinar content.

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Advice for Parent-Teacher Collaboration

Up to a third of children with ADHD will experience school avoidance at some point during their academic journey. A student’s school avoidance, also referred to as school refusal, can last weeks or months during an academic year. In severe cases, it can last longer. Follow this advice to facilitate collaboration and get your child back to school.

#1. Request Help Early

Call the school at the first signs of possible school avoidance. Time is of the essence. Research and real-life experiences show that earlier interventions improve outcomes.

Schools have staff dedicated to helping students with mental health challenges, learning disabilities, and family issues. Your goal is to meet with these staff members and discuss where your child is struggling and what’s going on at home. Let them know that you consider this to be serious and that early interventions are extremely important. Work with the school intervention team on strategies to help your child.

#2. Get Educated About School Avoidance

Because school avoidance is misunderstood, your school may not know the best practices and evidence-based strategies for addressing it. As a caregiver, you will need to advocate for your child and educate the school staff. Arrive at school meetings equipped with information and specific requests for help.

[Read: “Help! My Child Won’t Go to School.”]

#3. Know Your Rights

Federal and state laws require public schools to provide a free, appropriate, public education to all students. Your understanding of these laws is important because schools sometimes have difficulty interpreting and applying them to school avoidance.

#4. Establish Accommodations

Most kids who avoid school qualify for a 504 Plan or an Individualized Education Program (IEP), and benefit from accommodations and services that can reintegrate them into school. Some schools will modify workloads, homework, and attendance requirements to help your child return to school.

#5. Develop a Reintegration Plan

Collaborate on a plan to get your child back into the classroom. Your child’s therapist should be communicating with the school about how to best do this.

#6. Know When to Activate Plan B

If you feel the current school environment cannot support your child appropriately or blatantly disregards their needs, seek alternative school options. Your child deserves a caring and supportive school where they feel safe and valued.

[Get This Download: How to Teach Children with ADHD — Classroom Challenges & Solutions]

Avoid These Missteps

Common mistakes parents make while working with their child’s school include:

• Working too long with your intervention team without a defined plan for getting your child back to school
• Not requesting a 504 Plan or IEP in writing. Once you ask for an evaluation for a 504 Plan or IEP in a letter or email (get proof of receipt), the clock starts to ensure that timelines are followed according to the law
• Crafting a 504 Plan or IEP that says nothing about the steps, changes, or strategies to help your child return to school

School Avoidance Interventions: Next Steps

• Read: “Couldn’t I Just Stay Home from School Forever?”
• eBook: How to Teach (and Inspire) Students with ADHD
• Sign Up: ADHD @ School — A Free 10-Part Class for Parents

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.