ADHD And Memory: Setting Students Up For Success In School

Attention-deficit/hyperactivity disorder (ADHD) is generally known for three overarching symptom categories: inattention, hyperactivity, and impulsivity. Many ADHD symptoms originate from executive dysfunction, which means that ADHD can cause memory issues. Working memory in particular seems to be quite affected in people with the condition. 

According to a report from Nemours Children’s Health, children with ADHD seem to be most affected in academics, where memory challenges that come with the disorder can make school work more difficult than it otherwise would be.

There are several ways people with attention-deficit/hyperactivity disorder can be set up for academic success—even adults with ADHD who are, for instance, in college. Formalized changes like school accommodations, therapy, and altered learning environments can all be beneficial for working around memory problems, as can individual habits like maintaining schedule consistency.

Many who live with ADHD find memory deficits and related symptoms disruptive—especially in an academic setting. Working memory—which complements short-term memory to help you continuously recall temporarily needed information for a task—may suffer more than long-term memory. This may be due in part to ADHD’s effects on brain regions like the prefrontal cortex, which is the primary region associated with attention and behavior.

Because ADHD symptoms often persist into adulthood, memory problems can be concerning, especially if they are confused with cognitive impairment and misdiagnosed as another condition or dismissed as stress, exhaustion, or aging. 

Current evidence is unclear on whether ADHD is related to a higher risk of developing dementia or Alzheimer's disease or if it is a phenotypic mimic. Still, adults with ADHD might find it beneficial to keep track of their memory performance and contact their doctor if they notice any evidence of memory loss that is abnormal for them.

Attention deficit hyperactivity disorder and school: What can ADHD look like in education?

Part of the reason many believe that symptoms are more noticeable in education is the shift in demand throughout the transition between toddlerhood and one’s school career.  As school can place increasing demands on attention, movement, and task prioritization, it may quickly become apparent to parents and guardians that their child may need alternative management strategies to help them truly thrive. 

If concerns continue to surface, an evaluation for attention-deficit/hyperactivity disorder (ADHD) may be recommended. An evaluation can be done through a family doctor, a referred psychologist, or sometimes even a school psychologist. The assessor will examine a child's symptoms and provide a diagnosis if they meet the criteria.

While some amount of clinical observation may be involved in an ADHD evaluation, much of the assessment relies on parents' reports and student’s self-reports. Keeping note of any difficulties your child experiences may be helpful for accurately assessing their situation.

Accommodations for ADHD

Accommodations for ADHD are generally covered under the ADA, and schools may be required to provide students who have an ADHD diagnosis with some form of reasonable accommodation. Accommodations are tailored to an individual student's needs and can vary widely between students with the same condition.

Some students, for instance, may find it particularly distracting to sit at the front of the class—which can be close to the hum of a computer or the glare of lights on a whiteboard. Others might have difficulty concentrating when placed beside a window or a door, where noise and other distracting stimuli can seep through. Whatever the need, schools may create an IEP or 504 plan to accommodate it in order to best support the student, such as seating changes.

Other accommodations for children with ADHD might also include test-taking alterations, such as taking exams in a separate room, being given extra time to complete exams, or being given different questions altogether.

Working memory training has been suggested as something that can help children with ADHD improve working memory. However, be aware that there is a lack of robust evidence supporting its effectiveness.

Because focus, memory, and impulse control can look different in each child, the accommodations for every student who comes into the classroom may look different and have different goals. IEPs and 504 plans are generally most effective this way—when they’re based on the unique needs and background of the student for whom the plan is created.

ADHD and memory

Memory is generally thought of as a focus-based task that requires concentration to clearly store details. Consequently, many people who live with ADHD may find memorizing and recalling information difficult. This can come into play in daily life as failure to remember, for example, birthdays, important dates, and appointments—as well as in a school setting, such as failure to meet assignment deadlines. Low-functioning memory can also make recalling details for exams, worksheets, and classroom quizzes difficult enough to require without outside help.

Children who live with ADHD might not have trouble with short-term memory, however. For example: If you offer a child with ADHD some information and ask them to remember that information immediately, it is likely that they will be able to do so without difficulty. When it comes to evaluating, and manipulating memory throughout a given task, though, ADHD symptoms can get in the way.

Being unable to remember can be extremely isolating, particularly if peers in the classroom can easily observe these memory problems. Children often tease others who have different needs, which can stem from misunderstanding or confusion regarding the condition. For this reason, seeking stimulant medication treatment or supportive therapy for ADHD and ADHD-related memory issues can be an important aspect of helping children effectively manage the symptoms of ADHD and improve not only their academic performance but aid them in building social skills despite their symptoms.

Working memory, long-term memory performance, and school: Exploring ADHD memory solutions

As mentioned above, children who live with ADHD might benefit from altered testing practices and even worksheet and classroom practices to accommodate their difficulties with working memory. Practically speaking, this might mean administering open-book tests or giving someone the opportunity to review testing materials immediately before taking the test.

Because most scholastic settings rely heavily upon the learn-then-test model of teaching, children with ADHD might especially struggle, despite typically possessing average or even above-average IQs. This can further highlight the need for helpful intervention to enhance the child’s learning experience and support the formation of coping strategies both inside and outside of the classroom. 

Setting children up for success

Giving children tools to improve working memory impairments is an ideal course of action when treating a child with ADHD. Some of these tools may be school-specific, but many of them can be practiced in virtually any setting—including in therapy and at home. 

When possible, getting everyone on board with encouraging and implementing memory-sharpening cognitive tasks ensures that children get the most help they can, boosting their confidence and creating a healthier, more positive learning environment.

Below is a summarized, short list of helpful strategies:

Therapy

Therapy may help children with ADHD to develop the skills necessary to improve memory and cope emotionally with the effects of their memory symptoms. Some of these skills are simple and straightforward, such as learning to make lists and calendars instead of relying entirely upon memory. Others may challenge neurological function and help the child exercise the ability to remember information through consistent practice, starting with small tasks and building upon each success.

Altered learning environments

Altering learning environments can also be helpful. For example, children with ADHD may benefit from receiving additional handouts to help with memory goals, or from being moved closer to the teacher so they request additional help without calling a lot of attention to themselves. Children might also benefit from seeing an occupational therapist during school hours to practice memory games and similar brain training exercises using assignments and lesson plans provided by the student's teachers.

Consistency in routine

One of the most effective tools for managing ADHD is maintaining consistency in your schedule. Remaining consistent in demands, tasks, and expectations in all settings (from school to therapy and back at home) can help children with memorization, recall, and cognition in their daily lives.

Online therapy for parents of children with ADHD

Parents may find that online therapy is a helpful way to talk about any stressors and even discover potential strategies to try with their children. Holding sessions in home can provide them with a more stable and familiar environment than in-person therapy would. It can also be a convenient and effective way to remain consistent with appointments, especially if travel is difficult.

It’s also worth noting that therapy may be a good option if you have adult ADHD (ADHD that is diagnosed in or continues into adulthood). If you are experiencing symptoms of adult ADHD, like brain fog or impairments in working memory, or want to learn more about ADHD and memory loss, talking to a therapist can help you get clarity and learn what next steps to take.

Is online therapy effective for ADHD symptoms?

Research suggests that online therapy can be as effective as face-to-face therapy, offering promise to many who may not feel that in-person therapy is within reach. A meta-analysis published in the Database of Abstracts of Reviews of Effects (DARE) found that over 94 studies, online therapy was a preferred modality. Participants across studies self-reported improvement across a range of conditions, such as posttraumatic stress disorder, anxiety disorders, and depression, all of which can possibly exacerbate the symptomatic expression of ADHD.