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Attention Deficit Hyperactivity Disorder (ADHD)

Attention Deficit Hyperactivity Disorder

What Is ADHD?

One of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviours (may act without thinking about what the result will be), or be overly active.

There are three types of ADHD:

Primarily Hyperactive

Impulsive ADHD

Primarily Inattentive ADHD (formerly called ADD)

ADHD Student Infographic

Primarily Hyperactive

Hyperactivity means a person may seem to move about constantly, including in situations when it is not appropriate, or excessively fidgets, taps, or talks. In adults, hyperactivity may mean extreme restlessness or talking too much

Primarily Inattentive

Inattention means a person may have difficulty staying on task, sustaining focus, and staying organised, and these problems are not due to defiance or lack of comprehension.

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Impulsive ADHD

Impulsivity means a person may act without thinking or have difficulty with self-control. Impulsivity could also include a desire for immediate rewards or the inability to delay gratification. An impulsive person may interrupt others or make important decisions without considering long-term consequences.

What are some traits of students with ADHD?

They may:  

  • Be easily distracted 

  • Intrigued by multiple stimuli  

  • Enthusiastic to contribute; visible through conversation

  • Fidgeting

  • Go through extremes of empathising completely with others or reacting without emotions to others 

  • Be hyper-focused in certain conditions  

Understanding and Supporting Your Student With ADHD

Making reasonable adjustments

Advice and Guidance

Providers should try to make the design and delivery of their teaching materials as inclusive as possible. If courses and programmes are designed and delivered in consultation with disabled students and disabled people’s organisations, then providers may not need to make as many individual reasonable adjustments for those students.

Providers should keep an open mind about what adjustments can be made for a student, and should discuss possible adjustments with him or her. Reasonable adjustments should be made on a case by case basis. Providers should keep a record of any reasonable adjustments made, including whose opinion or advice was obtained, and the reasons for the decisions made.

It is good practice to keep adjustments under review and to encourage a student to report any problems or shortfall in support, or change in their condition, and to act on it. However, it is not good practice to insist that the student reapplies for the same adjustments every year unless their condition is likely to fluctuate.

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"I would love it if the uni provided neurodiversity training for lecturers, so they are better informed about how to support and offer suggestions to students". - Warwick Student