How does ADHD-related forgetfulness affect academic performance?

PostedDecember 25, 2025

UpdatedJanuary 2, 2026

ByMy Patient Advice

Author: Harriet Winslow, BSc | Reviewed by: Dr. Rebecca Fernandez, MBBS

Forgetfulness is one of the most common everyday challenges for people with ADHD and often affects learning from childhood through to adulthood. According to NICE guidance on ADHD diagnosis and management, the condition is strongly associated with educational underachievement, and treatment plans should include support within schools, colleges, or universities. Evidence from recent research shows that difficulties with working memory, which allows the brain to temporarily hold and process information, are at the heart of these challenges, especially for those with inattentive symptoms.

How forgetfulness and working memory affect learning

Studies show that ADHD-related forgetfulness and working memory difficulties can have a measurable effect on learning outcomes. In a 2024 study published in the Journal of Attention Disorders, Kofler et al. found that weaknesses in working memory and organisational skills fully accounted for academic underachievement in children with ADHD, including problems completing homework and following classroom routines. Similarly, Rigoni and colleagues reported that inattentive symptoms were consistently linked with lower performance in reading, writing, and mathematics.

Among university students, a 2021 paper in Frontiers in Psychology by Henning et al. found that higher inattention at the start of a degree predicted lower academic progression, largely because of difficulties with planning and time management. According to NHS advice for adults with ADHD, these difficulties can persist in higher education and work settings, but strategies such as written reminders, quiet study spaces, and extra time can help improve performance.

Inattentive versus combined presentations

Research suggests that inattention is the main factor driving academic underperformance, while hyperactivity and impulsivity have a lesser impact. In comparative studies, Lauder et al. found that children with inattentive or combined presentations performed worse in reading, maths, and writing than those with hyperactive-impulsive-only symptoms. This supports the view that interventions targeting attention, organisation, and working memory may offer the greatest benefits for students in the inattentive spectrum.

Interventions that can help

According to NICE NG87 recommendations, treatment for ADHD should combine medication with behavioural or psychological interventions. Stimulant and non-stimulant medicines have been shown to improve focus and task persistence, indirectly supporting better learning outcomes. Structured interventions such as cognitive behavioural therapy and psychoeducation can also make a difference. In a 2025 study, Holsbrekken et al. found that psychoeducational group sessions improved adults’ skills in planning, organisation, and self-management.

In educational settings, practical support remains essential. Guidance on supporting pupils with ADHD in school highlights the value of simple adjustments, such as breaking tasks into smaller steps, providing written instructions, and offering structured reminders. These changes help to reduce working memory demands and align with the UK Equality Act’s requirement for reasonable adjustments to support learners with ADHD.

Key takeaway

Forgetfulness and working-memory difficulties are core features of ADHD that can significantly affect study and academic success. With the right combination of medical treatment, psychological support, and tailored educational adjustments, students with ADHD can develop stronger self-management skills and achieve their full learning potential.

Harriet Winslow, BSc

Author

Harriet Winslow is a clinical psychologist with a Bachelor’s in Clinical Psychology and extensive experience in behaviour therapy and developmental disorders. She has worked with children and adolescents with ADHD, autism spectrum disorder (ASD), learning disabilities, and behavioural challenges, providing individual and group therapy using evidence-based approaches such as CBT and DBT. Dr. Winslow has developed and implemented personalised treatment plans, conducted formal and informal assessments, and delivered crisis intervention for clients in need of urgent mental health care. Her expertise spans assessment, treatment planning, and behavioural intervention for both neurodevelopmental and mental health conditions.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the author's privacy.

Dr. Rebecca Fernandez, MBBS

Reviewer

Dr. Rebecca Fernandez is a UK-trained physician with an MBBS and experience in general surgery, cardiology, internal medicine, gynecology, intensive care, and emergency medicine. She has managed critically ill patients, stabilised acute trauma cases, and provided comprehensive inpatient and outpatient care. In psychiatry, Dr. Fernandez has worked with psychotic, mood, anxiety, and substance use disorders, applying evidence-based approaches such as CBT, ACT, and mindfulness-based therapies. Her skills span patient assessment, treatment planning, and the integration of digital health solutions to support mental well-being.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the reviewer's privacy.