How can I advocate for accommodations in educational settings for ADHD? 

Advocating for the right support at school, college, or university can make a huge difference for learners with ADHD. According to NICE guidance on ADHD diagnosis and management (NG87) and NHS advice on ADHD, students are entitled to reasonable adjustments under the Equality Act 2010 to help them access learning on an equal basis.

Understanding your rights and how to ask for support 

ADHD is recognised as a Special Educational Need and Disability (SEND), meaning students can request adjustments that support focus, time management, and organisation. Common accommodations include extra time in exams, flexible deadlines, assistive technology, or reduced-distraction study areas. Schools and universities must make reasonable adjustments when ADHD has a substantial impact on learning or daily function. 

How to advocate effectively 

Start by arranging a meeting with your school’s Special Educational Needs Coordinator (SENCO) or university disability adviser to discuss your needs. It helps to bring supporting evidence, such as medical reports or educational assessments. The SEND Code of Practice recommends setting clear goals and reviewing progress regularly. For higher education, you can apply for Disabled Students’ Allowances (DSA) to fund mentoring or assistive technology. 

Private services like ADHD Certify offer post-diagnostic coaching and structured reviews that support learners in applying ADHD-friendly study methods. 

Key takeaway 

Evidence from NICE, NHS, and the SEND Code of Practice confirms that students with ADHD have the right to equitable education through tailored accommodations. Clear communication, written documentation, and regular review meetings with educators are essential for securing and maintaining the support that helps every ADHD learner thrive. 

Avery Lombardi, MSc

Author

Avery Lombardi is a clinical psychologist with a Master’s in Clinical Psychology and a Bachelor’s in Psychology. She has professional experience in psychological assessment, evidence-based therapy, and research, working with both child and adult populations. Avery has provided clinical services in hospital, educational, and community settings, delivering interventions such as CBT, DBT, and tailored treatment plans for conditions including anxiety, depression, and developmental disorders. She has also contributed to research on self-stigma, self-esteem, and medication adherence in psychotic patients, and has created educational content on ADHD, treatment options, and daily coping strategies.

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.