Can teachers customise ADHD accommodations per subject?

PostedSeptember 28, 2025

UpdatedSeptember 28, 2025

ByMy Patient Advice

Author: Avery Lombardi, MSc | Reviewed by: Dr. Rebecca Fernandez, MBBS

Yes. Subject-specific ADHD accommodations are not only allowed, they’re often essential. Different subjects place different demands on attention, memory, organisation, and emotional regulation. For example, a student might need extra time in maths due to complex problem-solving but require more help with notetaking in history or reading support in English.

This kind of flexibility allows teachers to use adaptive teaching strategies that respond directly to the challenges a student faces in each context. Accommodations can be tailored without compromising educational goals, ensuring tailored classroom support that meets individual needs.

How Teachers Adapt ADHD Support by Subject

Here’s how subject-specific adjustments work in practice:

In maths

A student might benefit from using calculators, scratch paper, or step-by-step checklists to stay focused on multi-step problems.

In English or history

Audiobooks, visual aids, or access to lecture outlines may help with reading comprehension and note-taking.

In science

Hands-on activities or visual demonstrations might reinforce learning and maintain attention during complex concepts.

In physical education

Clear instructions, structured routines, and positive reinforcement help manage impulsivity and build engagement.

In conclusion, subject-specific ADHD accommodations can be formally written into a 504 Plan or IEP, or implemented informally when teachers understand a student’s profile. Tailoring support by subject gives ADHD students the best chance to succeed wherever their strengths and struggles lie.

Visit providers like ADHD Certify for personal consultations and expert guidance tailored to your unique situation.

For a deeper dive into the science, diagnosis, and full treatment landscape, read our complete guide to Classroom accommodations for ADHD.

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.