Strategies for Supporting Writers with ADHD

As peer tutors, we spend a lot of time helping students tackle challenging syntax, building stronger arguments, and refining their flow. But what happens when the writer is struggling with not just the paper, but the very act of getting started, staying focused, or managing their time?

My research was focused on supporting writers with Attention Deficit Hyperactivity Disorder, more commonly known as ADHD. ADHD is “a neurodevelopmental disorder marked by persistent inattention, hyperactivity, and impulsivity that affects daily life” (Guy-Evans). For college students juggling classes, work, and life, ADHD can be severely debilitating, leading to difficulties regulating time, focus, and motivation. The purpose of my tutoring inquiry project was to identify strategies that transform Writing Center appointments into supportive environments where writers can develop transferable strategies for success that they can carry with them long after the session ends.

My research shows that there are four key strategies to use when working with a student who may have ADHD:

1. Break tasks into manageable chunks: When the writer feels overwhelmed, the assignment can feel like a giant hurdle. Stepwise scaffolding provides a clear way to break the writing process into stages, such as brainstorming, outlining, drafting, and revision. Breaking the task into steps makes the workload less intimidating, and thus easier to tackle. When they accomplish these tasks, celebrate with them! Doing this helps the writer realize their efforts were no small feat and motivates them to keep going.
2. Use visual and external support: For students who struggle with internal organization and focus, externalizing the process and getting the thoughts outside of their head can be incredibly helpful. This can be done through mind mapping, but tools such as timers and calendars are also great. Being able to see the tasks at hand and the time allotted for them can provide to be a more solid support rather than internal focus.
3. Collaborative planning and flexibility: Many people with ADHD struggle with executive function and accomplishing tasks. It’s not that writers don’t want to accomplish tasks—it’s that they can’t. Use affirming language to reduce shame around procrastination and disorganization. Creating an open line of communication lets the writer open up, and that is how we can help them best. By asking open-ended questions, the writers articulate how they feel, allowing for the flexibility needed to shift gears based on how the appointment is going.
4. Build routine and accountability: Establishing a predictable structure helps writers know what to expect and keeps them focused on the plan throughout. Regular check-ins during a meeting allow tutors to gauge progress and make adjustments as needed. As the conversation wraps up, encourage writers to schedule a future visit. This continuity not only reinforces accountability but also gives them a clear path for ongoing growth and support.

Supporting writers with ADHD requires more than addressing the words on the page—it’s creating an environment where focus, organization, and confidence can grow. By breaking tasks into manageable steps, externalizing the writing process, fostering open communication, and building consistent routines, tutors can help students not only succeed in the Writing Center, but also carry these strategies into other areas of their academic and personal lives. As peer tutors, we can do more than just improve a single paper. We can empower writers with strategies that make writing and learning more accessible, sustainable, and rewarding.

References

Guy-Evans, Olivia. “ADHD (Attention Deficit Hyperactivity Disorder): What Is It?” Www.simplypsychology.org, 20 May 2022, www.simplypsychology.org/ADHD.html.

Low, Keath . “8 Simple School Strategies for Students with ADHD.” Verywell Mind, 10 Feb. 2025, www.verywellmind.com/help-for-students-with-adhd-20538.

Morgan, Elisabeth. “How We Support Students with Executive Dysfunction.” The Dorm, 14 Aug. 2023, thedorm.com/blog/how-students-with-executive-dysfunction-can-build-skills-and-thrive/.

Morin, Amanda. “Classroom Accommodations for Executive Function Challenges.” Understood, 3 Sept. 2019, www.understood.org/en/articles/classroom-accommodations-executive-function-challenges.

Sheikh, Zilpah. “Attention Deficit Hyperactivity Disorder (ADHD).” WebMD, 20 Sept. 2022, www.webmd.com/add-adhd/attention-deficit-hyperactivity-disorder-adhd.