ADHD And Memory: Setting Students Up For Success In School

Attention deficit hyperactivity disorder (ADHD) is generally known for three overarching symptoms: inattention, hyperactivity, and impulsivity. Not as well known is the fact that ADHD can also affect memory, too. According to this helpful report from Nemours Children’s Health, for children with ADHD, few areas are as powerfully impacted as academics, where memory challenges that often come with the disorder can make schoolwork challenging.

Accommodations are one way that children who live with ADHD can be set up for success at school. Therapy, altered learning environments, and schedule consistency can also be helpful and supportive strategies to try. 

Read on to learn more about how ADHD affects memory and supportive strategies that can help a child living with the condition to successfully overcome possible memory challenges that can be associated with ADHD. 

Many who live with ADHD may find certain symptoms disruptive—specifically in an academic setting.  One of these symptoms can be poor memory, which is generally regarded as the aspect of memory that allows you to recall information—interpreting and understanding what has been recalled. This may be due to the effects of ADHD on certain specific brain regions and how the brain functions, specifically the brain's prefrontal cortex, which controls attention and behavior.

Because ADHD symptoms often persist into adulthood, memory problems can be concerning, especially if they are confused with cognitive impairment. In the aging neuroscience field, research 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. More research is needed. Memory changes in adults can mean many things, from something as serious as brain tumors to common causes like stress or exhaustion. Adults with ADHD may find it helpful to pay attention to changes in their memory or the appearance of other symptoms and talk to their doctor if they notice any changes.

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 demands on attention, movement, and task prioritization, it may quickly become apparent to parents and guardians that their child who might live with ADHD may need alternative management strategies to help them truly thrive. 

If concerns continue to surface, an evaluation for ADHD may eventually be completed. An evaluation can be done through a family doctor, a referred psychologist, or sometimes even a school psychologist, who may assess a child's learning ability and provide a diagnosis. 

While some amount of observation may be involved in an ADHD evaluation, most of the outcome can depend on parents' reports and self-reports. Keeping note of any difficulties your child experiences may be helpful to accurately assess their abilities.

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 accommodation. Accommodations can be tailored to each individual student's needs and can vary widely. 

Some students, for instance, may find it particularly difficult 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 can seep through. Whatever the need, schools may create an IEP or 504 plan to accommodate it in order to best support the student in question, whether that looks like seating differences or prolonged testing periods. 

(Working memory training has been suggested as something that can help children with ADHD, but parents should be aware that there is a lack of robust evidence supporting its effectiveness in improving memory.)

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. 

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 when they’re based on the unique needs, situations, 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 can require concentration to clearly store details. Consequently, many people who live with ADHD may find memorizing and recalling information extremely difficult. This can come into play in daily life when trying to remember birthdays and important dates—as well as in a school setting. 

A low-functioning memory can make recalling details for exams, worksheets, and classroom quizzes seem overwhelming to do 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, however, ADHD symptoms can make the task difficult.

Being unable to remember can be extremely isolating, particularly if peers in the classroom can easily observe memory problems. Children often tease others who have different needs, and this can stem from a lack of understanding 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.

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, as working memory does not typically function as well in individuals with ADHD. 

Practically, this might mean administering open-book tests, wherein students may be required to find the correct answer to a question, rather than remembering it from memory. You may also see this applied when examiners give children the opportunity to review testing materials immediately before taking the test.

Because most scholastic settings can rely heavily upon the learn-then-test model of teaching, children with ADHD might struggle in school—despite possessing average or even above-average IQs. This can further highlight the need for helpful intervention to enhance the child’s learning experience, supporting 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 and associated skills can be the best course of action when treating a child who lives 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. 

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

We’ve summarized a short list of helpful strategies below:

Therapy

Therapy may help children with ADHD to develop the skills necessary to improve memory. Some of these skills can be simple and straightforward, such as learning to make lists and calendars instead of relying entirely upon memory. Others may challenge neurological function and can help children 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 some. For example: Children with ADHD may need additional handouts to help with memory goals and may benefit from being closer to the teacher to 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 the assignments and lesson plans provided by the student's teachers.

Consistency in routine

One of the greatest and most effective tools for many can include maintaining consistency wherever possible. Remaining consistent in demands, tasks, and expectations in all settings (from school to therapy and back at home) can help children develop the most effective and efficient skill set. This can help them in several key areas, including memorization, recall, and cognition.

Online therapy for parents of children with ADHD

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

It’s also worth noting that therapy may also be a good option if you have adult ADHD. 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, possibly 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 online therapy was a preferred modality over analysis of 94 studies. Participants across studies self-reported improvement across a range of conditions, such as post-traumatic stress disorder, anxiety disorders, and depression, all of which can possibly exacerbate the symptomatic expression of ADHD.