University without a timetable: what studies of ADHD found

Some students describe university as the point where the timetable disappears. A systematic review found that ADHD or significant ADHD symptoms are associated with lower academic performance in university students, particularly for those with inattention symptoms ¹. A few study supports have been tested, with effects that range from modest ² to medium or large ³.

What the evidence says

Grades were lower on average. First-year university students with ADHD earned significantly lower grade point averages than students without ADHD ⁴. In a study of four-year outcomes, university students with ADHD obtained significantly lower grade point averages and reported using study skills strategies less often ⁵.

Averages hide a wide range. In a US study that followed children with ADHD into young adulthood, adults with a history of childhood ADHD had lower educational attainment than adults without one, but their educational functioning was wide-ranging ⁶.

Some supports have been tested. A randomised trial with university students with ADHD tested ACCESS, a cognitive-behavioural programme delivered through group sessions and individual mentoring across two semesters. Students who received it straight away showed significantly greater improvements in ADHD symptoms and executive functioning ³. In a small randomised study of 41 university students with ADHD, all were taught study skills and goal setting. The group that was also taught self-monitoring (SM+) improved significantly in ADHD symptoms, academic behaviour, grade point averages and goal attainment, and the other group (SM-) did not improve significantly ⁷. In a study of 37 undergraduates reporting ADHD symptoms and academic difficulties, those who attended three weekly group sessions on organisational skills improved significantly on ratings of inattention, hyperactivity/impulsivity and academic impairment relative to a comparison group ⁸.

What we don’t know

Not every tested support did much. A randomised study of a planning programme in student counselling services reported effects on one outcome, inattention, and called them modest. The authors said the programme needs adaptation ².

One study concluded that typically available academic services are not independently related to grade point average ⁴.

Coaching needs better tests. In a study of 148 college students without a comparison group, those who received an 8-week coaching programme improved significantly in all 10 areas of study and learning strategies and in self-esteem, but the authors said evaluations with a randomised controlled design are needed ⁹.

We found no trial of a deadline method or a weekly timetable on its own.

Things to try

These are options to test for yourself. They come from programmes tested with university students, not from tests of students doing something similar on their own.

• Keep a record of your own study behaviour. In the self-monitoring study above, the SM+ group improved significantly and the SM- group did not ⁷.
• Treat organising and planning as skills to practise. In the organisational skills study, ratings of academic impairment improved relative to a comparison group ⁸.
• Ask what your university offers, including coaching. In interviews, 19 students reported that ADHD coaching helped them become more self-regulated ¹⁰. That is what students said, not a controlled test.
• Look for support early. The authors of the four-year study concluded that support services should begin before students start university and focus on improving executive functioning skills and depressive symptoms ¹¹.

If low mood or study problems persist, it is worth raising with a qualified professional.