essay writing for adhd

How to Tackle an Essay (an ADHD-friendly Guide)

6 steps and tips.

Most of the college students I work with have one major assignment type that gets them stuck like no other: the dreaded essay. It has become associated with late nights, requesting extensions (and extensions on extensions), feelings of failure, and lots of time lost staring at a screen. This becomes immensely more stressful when there is a thesis or capstone project that stands between you and graduation.

The good news?

An essay doesn’t have to be the brick wall of doom that it once was. Here are some strategies to break down that wall and construct an essay you feel good about submitting.

Step 1:  Remember you’re beginning an essay, not finishing one.

Without realizing it, you might be putting pressure on yourself to have polished ideas flow from your brain onto the paper. There’s a reason schools typically bring up having an outline and a rough draft! Thoughts are rarely organized immediately (even with your neurotypical peers, despite what they may say). Expecting yourself to deliver a publishing-worthy award winner on your first go isn’t realistic. It’s allowed to look messy and unorganized in the beginning! There can be unfinished thoughts, and maybe even arguments you aren’t sure if you want to include. When in doubt, write it down.

Step 2: Review the rubric

Make sure you have a clear understanding of what the assignment is asking you to include and to focus on. If you don’t have an understanding of it, it’s better to find out in advance rather than the night before the assignment is due. The rubric is your anchor and serves as a good guide to know “when you can be done.” If you hit all the marks on the rubric, you’re looking at a good grade.

I highly recommend coming back to the rubric multiple times during the creative process, as it can help you get back on track if you’ve veered off in your writing to something unrelated to the prompt. It can serve as a reminder that it’s time to move onto a different topic - if you’ve hit the full marks for one area, it’s better to go work on another section and return to polish the first section up later. Challenge the perfectionism!

Step 3: Divide and conquer

Writing an essay is not just writing an essay. It typically involves reading through materials, finding sources, creating an argument, editing your work, creating citations, etc. These are all separate tasks that ask our brain to do different things. Instead of switching back and forth (which can be exhausting) try clumping similar tasks together.

For example:

Prepping: Picking a topic, finding resources related to topic, creating an outline

Gathering: reading through materials, placing information into the outline

Assembling: expanding on ideas in the outline, creating an introduction and conclusion

Finishing: Make final edits, review for spelling errors and grammar, create a title page and reference page, if needed.

Step 4: Chunk it up

Now we’re going to divide the work EVEN MORE because it’s also not realistic to expect yourself to assemble the paper all in one sitting. (Well, maybe it is realistic if you’re approaching the deadline, but we want to avoid the feelings of panic if we can.) If you haven’t heard of chunking before, it’s breaking down projects into smaller, more approachable tasks.

This serves multiple functions, but the main two we are focusing on here is:

• it can make it easier to start the task;
• it helps you create a timeline for how long it will take you to finish.

If you chunk it into groups and realize you don’t have enough time if you go at that pace, you’ll know how quickly you’ll need to work to accomplish it in time.

Here are some examples of how the above categories could be chunked up for a standard essay. Make sure you customize chunking to your own preferences and assignment criteria!

Days 1 - 3 : Prep work

• ‍ Day 1: Pick a topic & find two resources related to it
• Day 2: Find three more resources related to the topic
• Day 3: Create an outline

Days 4 & 5 : Gather

• ‍ Day 4: Read through Resource 1 & 2 and put information into the outline
• Day 5: Read through Resource 3 & 4 and put information into the outline

Days 6 - 8 : Assemble

• ‍ Day 6: Create full sentences and expand on Idea 1 and 2
• Day 7: Create full sentences and expand on Idea 3 and write an introduction
• Day 8: Read through all ideas and expand further or make sentence transitions smoother if need be. Write the conclusion

Day 9: Finish

• ‍ Day 9: Review work for errors and create a citation page

Hey, we just created an outline about how to make an outline - how meta!

Feel like even that is too overwhelming? Break it down until it feels like you can get started. Of course, you might not have that many days to complete an assignment, but you can do steps or chunks of the day instead (this morning I’ll do x, this afternoon I’ll do y) to accommodate the tighter timeline. For example:

Day 1: Pick a topic

Day 2: Find one resource related to it

Day 3: Find a second resource related to it

Step 5: Efficiently use your resources

There’s nothing worse than stockpiling 30 resources and having 100 pages of notes that can go into an essay. How can you possibly synthesize all of that information with the time given for this class essay? (You can’t.)

Rather than reading “Article A” and pulling all the information you want to use into an “Article A Information Page,” try to be intentional with the information as you go. If you find information that’s relevant to Topic 1 in your paper, put the information there on your outline with (article a) next to it. It doesn’t have to be a full citation, you can do that later, but we don’t want to forget where this information came from; otherwise, that becomes a whole mess.

By putting the information into the outline as you go, you save yourself the step of re-reading all the information you collected and trying to organize it later on.

*Note: If you don’t have topics or arguments created yet, group together similar ideas and you can later sort out which groups you want to move forward with.

Step 6: Do Some Self-Checks

It can be useful to use the Pomodoro method when writing to make sure you’re taking an adequate number of breaks. If you feel like the 25 min work / 5 min break routine breaks you out of your flow, try switching it up to 45 min work / 15 min break. During the breaks, it can be useful to go through some questions to make sure you stay productive:

• How long have I been writing/reading this paragraph?
• Does what I just wrote stay on topic?
• Have I continued the "write now, edit later" mentality to avoid getting stuck while writing the first draft?
• Am I starting to get frustrated or stuck somewhere? Would it benefit me to step away from the paper and give myself time to think rather than forcing it?
• Do I need to pick my energy back up? Should I use this time to get a snack, get some water, stretch it out, or listen to music?

General Tips:

• If you are having a difficult time trying to narrow down a topic, utilize office hours or reach out to your TA/professor to get clarification. Rather than pulling your hair out over what to write about, they might be able to give you some guidance that speeds up the process.
• You can also use (and SHOULD use) office hours for check-ins related to the paper, tell your teacher in advance you’re bringing your rough draft to office hours on Thursday to encourage accountability to get each step done. Not only can you give yourself extra pressure - your teacher can make sure you’re on the right track for the assignment itself.
• For help with citations, there are websites like Easybib.com that can help! Always double check the citation before including it in your paper to make sure the formatting and information is correct.
• If you’re getting stuck at the “actually writing it” phase, using speech-to-text tools can help you start by transcribing your spoken words to paper.
• Many universities have tutoring centers and/or writing centers. If you’re struggling, schedule a time to meet with a tutor. Even if writing itself isn’t tough, having a few tutoring sessions scheduled can help with accountability - knowing you need to have worked on it before the tutoring session is like having mini deadlines. Yay, accountability!

Of course, if writing just isn’t your jam, you may also struggle with motivation . Whatever the challenge is, this semester can be different. Reach out early if you need help - to your professor, a tutor, an ADHD coach , or even a friend or study group. You have a whole team in your corner. You’ve got this, champ!

Explore more

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ADHD College Students: Use This Strategy To Write Papers

ADHD College Students : Here at ADHD Collective, we love highlighting the experiences and perspectives of like-minded people with ADHD. Izzy Walker started attending the weekly coworking sessions we launched in March 2020 when the COVID-19 pandemic began.  She showed up week after week and put in the hard work as she neared the semester’s end at University. When she accepted my invitation to share what she learned with our readers, I was thrilled, and I know you will be too. Please share Izzy’s helpful tips in your social circles, if you know a college student with ADHD who could benefit.

ADHD and College

Making it to university was a milestone I often thought I would never make. However, my experience was gloomy. Everything was disproportionately difficult, lectures were a confusing din, and every assignment was a mammoth struggle.

I changed university naively thinking it would be different somewhere else. It wasn’t. But it was there at my new university that my story of hope began, as one friend saw the immense struggle I was having and suggested that it could be ADHD.

This conversation was a catalyst for change, and set the ball rolling for me in my journey. It led to a heck of a lot of personal research, but also a meeting with an Educational Psychologist who after a series of testing gave me the diagnosis of ADHD and Dyspraxia .

When I read these words I felt an odd, overwhelming sense of relief. I wasn’t dumb, lazy, incapable, or ‘just not cut out to study’.

School reports year after year would echo the words, ‘distracted and distracting’, ‘capable but often off-task’, and ‘constantly questioning’. On paper I was doing well, the product of my work was good, so no flags had been raised, but deep down behind closed doors I was not doing well, the process was far from good. This has been the case throughout the whole of my education, and I just put it down to my capability.

Since diagnosis I have finished my 1 st assignment, and then my 2 nd , and then my 3 rd , and I am now looking onwards to my final year before being a qualified teacher. This time with hope and acceptance of who I am and who I can be with the right strategies and support in place.

Here are some that I have found the most game-changing when working on projects/assignments:

Give Yourself a New Deadline

I set myself a deadline a few days (at least) before the actual one. I have a real tendency to be scrambling right to the last minute and this helps avoid a lot of stress.

The whole point of this was to prevent a lot of unnecessary scrambling and stress. This also gave me time to edit (more on that later).

As much as you can, it’s helpful to treat this earlier date as your actual deadline. One way I did this was only scheduling this earlier date on the calendar so it felt more real.

By finishing 5-6 days early, it offered me a  window of time for editing and getting it ready to turn in. It also gave time to improve the paper should I have any middle of the night revelations…which I so often do!

Break Your Paper Down into Smaller Pieces

When I was presented with a 5,000 word assignment I felt immediately overwhelmed. I broke the assignment down into sections and assigned a word count to each one.

when I considered what my paper actually entailed, it didn’t seem so bad. Here's what the requirements consisted of:

• Introduction - 1 section
• Argument FOR - 3 sections
• Argument AGAINST - 3 sections
• Conclusion - 1 Section
• Total length of the paper had to be 5,000 words.

It may seem very overly meticulous, but by spending 30 minutes doing this prevented what could have been HOURS of cutting back word count in the editing stages, and could also run the risk of having no clear structure.

I am a waffler, so without this structure, I would probably have gone WAY over the word limit anyway.

I also went one step further by writing a title for each of the points (on my plan only) and any key things I wanted/needed to mention.

For example, in an assignment on why outdoor learning should be a part of the primary curriculum, my points would be titled ‘educational benefits’, ‘health benefits’ and ‘social benefits’.

The contrary points could be titled ‘behavioural issues’, ‘lack of funding’, and ‘lack of training’. By breaking it down into bite size chunks I felt it was much more manageable.

Focus on One Section a Day

After breaking it down, I dedicated a day to each of the sections. For example, intro – Monday, section 1 – Tuesday, etc.

From my experience, I have found that having a specific measurable target makes it almost like a game. I found it very motivating watching the word count for that section going down as I typed.

By scheduling the sections out and putting them in my calendar, it allowed me to know when this assignment could realistically be finished by, rather than taking a guess and hoping for the best.

When I woke up, I was thinking, 'I have to write 650 words today!’ rather than ‘oh my goodness 5,000 words!?

I would recommend doing this step as soon as you get the assignment and the deadline date…even if you do nothing else towards it, so that you know when you must start.

Set a Mid-Way Checkpoint

it will save you a LOT of time in the editing stages if you do a little editing as you go along. 

With the word count on this particular assignment being so big, I thought it would be wise to set a mid-way checkpoint to read through everything so far and make changes as necessary. 

Normally, this would be done at the end but I knew I would have lost all interest and motivation by this point…so it would be better to save myself such a huge job. This also filled me with confidence because when I was writing the second half of the assignment and needed the extra boost, I knew that the first half was to a good standard.

Do Something Every Day (No Matter How Small)

I’m not going to lie, not everyday was as straightforward as ‘write one section a day’. 

Some days I was crippled by demotivation, lethargy and not wanting to do ANYTHING. 

The key times I noticed this was if I had worked too hard the previous day or if I had hit a difficult part. Believe me, working TOO hard is a THING. 

My biggest piece of advice is…know your limits! 

I’m no ADHD scientist, but I find my brain must be working harder because of the increased effort I am investing to even stand a chance of being able to concentrate. 

Whilst I may feel just about fine at the time, the next day it takes its toll…big time…and maybe the work I did in my ‘overtime’ wasn’t even of the best quality anyway. 

"If you just aren’t feeling it, do just one sentence, or find just one piece of theory. Just do one something ..."

This is another reason why my structured plan was really useful because it prevented me from unnecessarily going overboard…and meant that there was no real reason to anyway as I was already on track to finish on time. 

If it’s the latter reason, that I’ve hit a difficult part, then there is nothing worse than putting it off another day because this ‘mental wall’ will just get HIGHER. 

What did I find useful? If you just aren’t feeling it…do just ONE sentence, or find just ONE piece of theory you just use. Just do ONE something…so then you can feel at least partially accomplished and it’s not a blank section for when you do get back to it. 

Best case scenario…that ONE something, could roll into TWO or THREE or FOUR somethings…and before you know it that section is done. Often it is just starting that is the difficult bit. 

But worse case scenario…you tried and you can give it another shot tomorrow when your brain is a bit fresher. Productive days happen, utilise these and ride the waves…as do unproductive days…don’t allow the guilt to creep in.

Declutter Your Workspace

I even went to the extreme of removing the pen pot off the desk…in front of me all I had was paper, 1 pen, my lamp, and my laptop.

Minimalism has been a saviour for me during this time of discovering what works for me and what doesn’t. I’ve come to the conclusion that reducing physical clutter consequently reduces mental clutter. I also found the inverse to be true too, clearing my physical space gave me mental clarity.

Whilst this is a visible practice in much of my life, it is especially apparent with my workspace . You’d be amazed what I can get distracted by when writing an assignment…even something as small and monotonous as a pen pot!

Firstly…I would recommend to ALWAYS have a work station with a proper chair when you are writing an assignment and never work from your bed. You must set yourself up for success.

Secondly, I have only the bare essentials in front of me…a pen, a lamp, paper, and my laptop. By keeping it minimal it also means it is easily portable if you want to ‘hot seat’ in your own house if you get bored of that scenery!

Use ADHD Coworking Sessions (and the Pomodoro Technique)

At the start of lockdown I stumbled upon a weekly coworking group ran by Adam from ADHD Collective. I can honestly put down a lot of my success to this…it was amazing!

Firstly, I felt so understood because the group was aimed at people with ADHD. This meant that everyone could share their experiences and not feel judged, but instead find themselves in a supportive community where they could also ask advice.

Each session was 2 hours long and attracted between 4 and 12 people, depending on the week.

It would start with each person sharing (with specifics) what task they wanted to achieve within the next 25 minute block.

By being specific it allowed for a strong element of accountability because at the end of the block, Adam, the ADHD coach and group host would check your progress and whether you had achieved what you wanted to achieve.

Working in 25 minute blocks is often referred to as the Pomodoro Technique . Whilst everyone else in the group is sharing their progress, it gives your brain the opportunity for a short break before starting the next block.

By having short bursts of activity I was able to concentrate and thus achieve more than I would have done if I tried to work for hours without breaks.

Additionally, having the accountability was an incentive for me because it was motivation and almost turned it into a game to try and get the activity finished in time.

I hope these college writing tips give you several options that might help you with your ADHD experience.

Now over to you!

Share the tools, strategies, and tips in the comments below that have helped you in your own journey with ADHD and college writing!

Izzy Walker

Izzy Walker is a trainee teacher in her final year at University in Newcastle, UK. When not studying, she can be found on spontaneous adventures, and meeting new people! To follow her as she navigates through the adventures of ADHD, student life, and teacher...find her on Instagram at @if.walker

Thank you so much.

I am an over 50 returning student trying to finish my undergraduate degree. I never knew I had ADHD until I started taking classes that required retention, organizing, and WRITING. At times, I even wondered if I lacked the skills to even finish. I, at times, self sabotage myself of success because of my struggles. I truly appreciate you sharing your experience. I’ve become desperate and will try anything at this point. I’m just glad to know that others understand my journey. Thank you for sharing.

Thanks for this! In addition to these, I also find it really helpful to keep a “Random thoughts” notepad near me to jot down unrelated urges as I have them. Things like “refill water bottle” or “text Casey back” will still be there in 25 minutes, and knowing in advance that thoughts like ‘this will only take a second’ are lies makes them easier to put on the back burner.

Wow. Thank you, so much, Izzy. I developed ADHD only 3 years ago from a medication. I also decided to go back to college as a mom of 3 boys and the mental exhaustion and burnout is no joke. Papers have been the most challenging and this is the single most helpful tool I’ve found yet. I could feel the relief wash over me as I read through your guide. I feel inspired to tackle my papers in a new way now.

Hi, I am a mid-career student here going back for an MA part-time, while also working. I’ve never been formally diagnosed, but I tick all the boxes and I know now it is why I struggled with papers in college the first time around and why I developed so many systems to be organized in my work life. Was feeling a little burned out today while writing an academic paper and was looking for advice. I was amazed to see that your system is very similar to what I’ve been doing for myself to get through paper-writing! It’s reinforcing in a very good way. Thank you for sharing this. Best of luck to everyone with finding the solutions and tricks that work for them.

Hi Espy, appreciate the comment. Very cool to hear your intuitive system is similar (nice intuition!). If an additional accountability/community component would ever be useful, you’re always invited to our Wednesday ADHD Coworking Sessions. They’re free and we do them every Wednesday (you can sign up for upcoming sessions here: https://adhdcollective.com/adhd-coworking-session-online/ ). Would love to have you, Espy!

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ADHD Essay Examples: A Comprehensive Guide for Students and Educators

Squiggles, doodles, and half-finished thoughts dance across the page, painting a vivid portrait of the ADHD mind—and challenging us to see beyond the disorder to the vibrant stories waiting to be told. These visual representations of the ADHD experience serve as a powerful reminder of the unique perspectives and challenges faced by individuals with Attention Deficit Hyperactivity Disorder (ADHD). In the realm of education and awareness, ADHD essay examples have emerged as invaluable tools for both students and educators, offering a window into the complex world of ADHD and providing a platform for expression, understanding, and advocacy.

Understanding ADHD and Its Prevalence in Academic Settings

ADHD is a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with daily functioning and development. While the exact causes of ADHD are not fully understood, research suggests a combination of genetic and environmental factors play a role in its development.

In academic settings, the prevalence of ADHD is significant. According to the Centers for Disease Control and Prevention (CDC), approximately 9.4% of children aged 2-17 years in the United States have been diagnosed with ADHD. This translates to millions of students navigating the challenges of ADHD within the educational system. Navigating ADHD in the School Environment: A Comprehensive Guide for Parents, Teachers, and Students provides valuable insights into the complexities of managing ADHD in educational settings.

The role of essays in understanding and expressing ADHD experiences cannot be overstated. These written works serve multiple purposes:

1. They provide a platform for individuals with ADHD to articulate their experiences, challenges, and triumphs. 2. They offer valuable insights for educators, parents, and peers to better understand the ADHD perspective. 3. They contribute to the broader discourse on neurodiversity and mental health awareness. 4. They serve as educational tools for studying ADHD from both personal and academic standpoints.

Types of ADHD Essay Examples

ADHD essay examples come in various forms, each serving a unique purpose in education and awareness. Let’s explore some of the most common types:

1. Personal Narrative Essays: These essays offer firsthand accounts of living with ADHD. They often detail the writer’s journey from diagnosis to management, highlighting both struggles and successes. Personal narratives can be particularly powerful in fostering empathy and understanding among readers. ADHD Stories: Real-Life Experiences and Triumphs of Living with Attention Deficit Hyperactivity Disorder showcases a collection of such personal narratives, providing authentic insights into the ADHD experience.

2. Informative Essays on ADHD: These essays aim to educate readers about various aspects of ADHD, including its symptoms, diagnosis, treatment options, and impact on daily life. They often incorporate scientific research and statistics to provide a comprehensive overview of the disorder. For students looking to write such essays, A Comprehensive Guide to Writing an ADHD Research Paper: Examples and Best Practices offers valuable guidance.

3. Argumentative Essays about ADHD Treatments and Interventions: These essays present and defend a position on various ADHD-related topics, such as the efficacy of medication versus behavioral therapies, the role of diet in managing ADHD symptoms, or the impact of educational accommodations. They require critical thinking and the ability to synthesize information from multiple sources.

4. Compare and Contrast Essays on ADHD Subtypes: These essays explore the differences and similarities between the various subtypes of ADHD, including predominantly inattentive, predominantly hyperactive-impulsive, and combined presentations. They help readers understand the diverse manifestations of ADHD and the need for individualized approaches to treatment and support.

Key Elements of Effective ADHD Essay Examples

Regardless of the specific type, effective ADHD essay examples share several key elements:

1. Clear Structure and Organization: A well-structured essay helps readers follow the author’s thoughts and arguments, which is particularly important when discussing a complex topic like ADHD. This includes a clear introduction, logically sequenced body paragraphs, and a concise conclusion.

2. Vivid Descriptions of ADHD Symptoms and Experiences: Effective essays bring the ADHD experience to life through detailed, relatable descriptions. This might include anecdotes about struggling to focus during a lecture, the frustration of losing important items, or the exhilaration of hyperfocus on a passion project.

3. Incorporation of Scientific Research and Statistics: Credible ADHD essays balance personal experiences with factual information from reputable sources. This might include statistics on ADHD prevalence, explanations of neurological differences in ADHD brains, or summaries of recent studies on ADHD treatments.

4. Balanced Perspective on Challenges and Strengths Associated with ADHD: While it’s important to acknowledge the difficulties associated with ADHD, effective essays also highlight the unique strengths and positive attributes that can come with the disorder, such as creativity, enthusiasm, and the ability to think outside the box.

Analyzing ADHD Essay Examples

When examining ADHD essay examples, several aspects warrant close attention:

1. Examining Tone and Voice in Personal Narratives: The author’s tone can significantly impact the reader’s perception of the ADHD experience. Is the tone hopeful, frustrated, matter-of-fact, or a combination? How does the author’s voice contribute to the overall message of the essay?

2. Evaluating the Use of Evidence in Informative Essays: How effectively does the author incorporate research and statistics? Are sources credible and up-to-date? Does the evidence support the author’s claims and enhance the reader’s understanding of ADHD?

3. Assessing Argumentation Techniques in Persuasive ADHD Essays: What strategies does the author use to make their case? Are counterarguments addressed? How effectively does the author use logic, emotion, and credibility (ethos, pathos, and logos) to persuade the reader?

4. Identifying Effective Storytelling Elements in ADHD Essay Examples: How does the author use narrative techniques to engage the reader? Are there compelling anecdotes or metaphors that help illustrate ADHD experiences? Does the essay have a clear arc or progression?

Writing Tips for ADHD Essay Examples

For individuals with ADHD, the process of writing an essay can present unique challenges. Here are some strategies to help:

1. Brainstorming and Outlining Strategies for Individuals with ADHD: Visual aids like mind maps or color-coded notes can help organize thoughts. Breaking the essay into smaller, manageable tasks can make the process less overwhelming. Mastering Essay Writing with ADHD: A Comprehensive Guide to Overcoming Challenges and Boosting Productivity offers detailed strategies for this crucial planning phase.

2. Techniques for Maintaining Focus During the Writing Process: Using timers for focused work sessions (e.g., the Pomodoro Technique), minimizing distractions in the work environment, and utilizing text-to-speech software to review written work can all help maintain focus and productivity.

3. Incorporating Personal Experiences While Maintaining Academic Rigor: Balancing personal anecdotes with scholarly research can be challenging. It’s important to use personal experiences to illustrate points rather than as the sole basis for arguments. Navigating College Admissions with ADHD: Crafting a Compelling Essay provides guidance on striking this balance in academic writing.

4. Editing and Proofreading Tips for ADHD Writers: Reading the essay aloud, using text-to-speech software, or having a peer review the work can help catch errors that might be missed during silent reading. Taking breaks before editing can also provide a fresh perspective on the work.

Using ADHD Essay Examples in Education and Advocacy

ADHD essay examples serve as powerful tools for education and advocacy:

1. Incorporating ADHD Essay Examples in Classroom Discussions: Teachers can use these essays to spark conversations about neurodiversity, mental health, and the importance of inclusive learning environments. This can help foster empathy and understanding among students.

2. Utilizing Essays to Promote Empathy and Understanding: By sharing personal narratives and informative essays about ADHD, educators and advocates can help dispel myths and misconceptions about the disorder. Understanding ADHD: How to Explain It to Someone Who Doesn’t Have It provides strategies for effectively communicating about ADHD to those unfamiliar with the disorder.

3. Showcasing Diverse ADHD Experiences Through Essay Collections: Compiling and sharing a diverse range of ADHD essays can highlight the varied experiences of individuals with the disorder, emphasizing that there’s no one-size-fits-all approach to understanding or managing ADHD.

4. Leveraging ADHD Essay Examples for Policy Advocacy and Awareness Campaigns: Well-crafted essays can be powerful tools in advocating for better ADHD support in schools, workplaces, and healthcare settings. They can provide policymakers with real-world examples of the challenges faced by individuals with ADHD and the potential benefits of supportive policies.

The Importance of ADHD Essay Examples in Academia

In the realm of higher education, ADHD essay examples play a crucial role in raising awareness and promoting understanding. ADHD in Academia: Navigating Challenges and Unlocking Potential in Higher Education explores the unique challenges and opportunities faced by students and academics with ADHD.

These essays can serve as valuable resources for:

1. Educating faculty and staff about the needs of students with ADHD 2. Helping students with ADHD advocate for appropriate accommodations 3. Promoting research into effective teaching and learning strategies for individuals with ADHD 4. Challenging stereotypes and misconceptions about ADHD in academic settings

Addressing ADHD Discrimination Through Essay Examples

Unfortunately, discrimination against individuals with ADHD remains a significant issue in many educational settings. ADHD essay examples can play a crucial role in addressing and combating this discrimination. ADHD Discrimination in Schools: Real-Life Examples and How to Address Them provides insights into common forms of discrimination and strategies for addressing them.

By sharing personal experiences of discrimination and advocating for inclusive policies, ADHD essay examples can:

1. Raise awareness about the subtle and overt forms of ADHD discrimination 2. Empower individuals with ADHD to recognize and address discriminatory practices 3. Provide educators and administrators with insights to create more inclusive learning environments 4. Support legal and policy efforts to protect the rights of students with ADHD

Overcoming Writing Challenges for Individuals with ADHD

For many individuals with ADHD, the process of writing an essay can be particularly challenging. Common difficulties include organizing thoughts, maintaining focus, and managing time effectively. However, with the right strategies and support, these challenges can be overcome. ADHD and Essay Writing: Overcoming Challenges and Unlocking Your Potential offers practical advice for individuals struggling with essay writing due to ADHD.

Some key strategies include:

1. Breaking the writing process into smaller, manageable tasks 2. Using assistive technologies like speech-to-text software or organizational apps 3. Seeking accommodations such as extended deadlines or quiet writing spaces 4. Practicing self-compassion and celebrating small victories in the writing process

The Broader Significance of ADHD Awareness

While ADHD essay examples serve important educational and advocacy purposes, they also contribute to a broader understanding of why ADHD awareness matters. Why Is ADHD Important: Understanding the Impact and Significance of Attention Deficit Hyperactivity Disorder delves into the far-reaching implications of ADHD on individuals, families, and society as a whole.

By promoting ADHD awareness through essays and other means, we can:

1. Improve early diagnosis and intervention for individuals with ADHD 2. Reduce stigma and promote acceptance of neurodiversity 3. Drive research into more effective treatments and support strategies 4. Create more inclusive educational, workplace, and social environments for individuals with ADHD

In conclusion, ADHD essay examples serve as powerful tools for education, advocacy, and personal expression. They offer unique insights into the lived experiences of individuals with ADHD, challenge misconceptions, and promote greater understanding and empathy. By showcasing the diverse voices and perspectives within the ADHD community, these essays contribute to a more nuanced and compassionate view of the disorder.

The power of personal stories in shaping perceptions of ADHD cannot be overstated. Through vivid descriptions, honest reflections, and well-researched arguments, ADHD essay examples have the potential to change minds, influence policies, and provide hope and validation to those navigating life with ADHD.

As we continue to strive for greater awareness and acceptance of neurodiversity, it’s crucial that we encourage individuals with ADHD to share their stories and experiences. Whether through personal blogs, academic papers, or contributions to advocacy campaigns, each voice adds to our collective understanding of ADHD and its impact on individuals and society.

We encourage readers to explore existing ADHD essay examples and, if comfortable, to consider creating their own. By adding your voice to the conversation, you contribute to a richer, more diverse tapestry of ADHD narratives, helping to build a world that better understands, accepts, and supports individuals with ADHD.

References:

1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

2. Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). New York, NY: Guilford Press.

3. Centers for Disease Control and Prevention. (2021). Data and Statistics About ADHD. https://www.cdc.gov/ncbddd/adhd/data.html

4. DuPaul, G. J., & Stoner, G. (2014). ADHD in the schools: Assessment and intervention strategies (3rd ed.). New York, NY: Guilford Press.

5. Faraone, S. V., Asherson, P., Banaschewski, T., Biederman, J., Buitelaar, J. K., Ramos-Quiroga, J. A., … & Franke, B. (2015). Attention-deficit/hyperactivity disorder. Nature Reviews Disease Primers, 1(1), 1-23.

6. Hallowell, E. M., & Ratey, J. J. (2011). Driven to distraction: Recognizing and coping with attention deficit disorder from childhood through adulthood. Anchor.

7. Kutscher, M. L. (2014). ADHD – Living without brakes. London: Jessica Kingsley Publishers.

8. Nigg, J. T. (2013). Attention-deficit/hyperactivity disorder and adverse health outcomes. Clinical Psychology Review, 33(2), 215-228.

9. Tannock, R. (2013). Rethinking ADHD and LD in DSM-5: Proposed changes in diagnostic criteria. Journal of Learning Disabilities, 46(1), 5-25.

10. Willcutt, E. G. (2012). The prevalence of DSM-IV attention-deficit/hyperactivity disorder: a meta-analytic review. Neurotherapeutics, 9(3), 490-499.

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Writing Strategies for Students With ADHD

Here are six challenges and solutions, based on task simplicity and clear instruction, for helping students with ADHD develop their essay-writing skills.

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Too often, students with ADHD (attention deficit hyperactivity disorder) get labeled as "problem students." They often get shuffled into special education programs even if they show no signs of developmental disability. Though these students' brains do work differently, studies prove that it doesn't preclude them from being highly intelligent. That means teachers should pay special attention to help students with ADHD discover their potential and deal with the challenges they face in their learning process.

As essay writing is both the most common and the most complicated assignment for students, writing instruction for students with ADHD requires special efforts. Each step of writing process may present certain difficulties for these young people. Here are some practical solutions for teachers to encourage, motivate, and focus their students on writing process.

1. Difficulty Concentrating on Assignment

Research proves that ADHD doesn’t result in less intelligence, but rather in difficulties controlling emotions, staying motivated, and organizing the thoughts. So a teacher's first task is teaching students focus enough on a writing assignment.

Solution: Give clear, concise instructions.

When assigning an essay or other writing project, be specific and clear about what you expect. Don't leave a lot of room for interpretation. Instead of the assignment "Write about a joyous moment," include instructions in your writing prompt, such as:

• Think about the last time you felt happy and joyful.
• Describe the reasons for your happiness.
• What exactly made you feel joy?
• What can that feeling be compared to?

Make sure every student knows that he or she should come to you directly with any questions. Plan to take extra time reviewing the instructions with students one to one, writing down short instructions along the way.

2. Difficulty Organizing Thoughts on Paper

Several studies have found that students with ADHD struggle with organizing their thoughts and mental recall. These students can often speak well and explain their thoughts orally, but not in writing.

Solution: Get them organized from the start.

Start each project with a simple note system. Give students the freedom to take their own notes and review them together if possible. Have students pay special attention to filing these notes in a large binder, folder, or other method for making storage and retrieval simple.

To help students understand how to organize their written thoughts, teach them mind mapping . A semantic mind map for an essay may include major nouns, verbs, and adjectives, as well as phrases to use in writing each paragraph. Some introductory and transition sentences will also come in handy. Another step after mind mapping is advanced outlining . Begin and end the initial outline with the words "Intro" and "Conclusion" as placeholders. Then have students expand that outline on their own.

3. Difficulty With Sustained Work on a Single Task

ADHD can make it difficult for students to focus on long-term goals, leading to poor attention and concentration when the task requires work for an extended period of time.

Solution: Create small, manageable milestones.

Since accomplishing a five-page essay takes a lot of time, you can chop it into smaller, easier-to-manage pieces that can be worked on in rotation. Each piece may be checked separately if time allows. Treating every issue and section as an independent task will prevent students from feeling overwhelmed as they work toward a larger goal.

4. Difficulty in Meeting Deadlines

Deadlines are the things that discourage students with ADHD, as they work on assignments more slowly than their classmates, are often distracted, and tend to procrastinate.

Solution: Allow for procrastination.

It may sound ridiculous, but build procrastination into the writing process by breaking up the work and allowing for extra research, brainstorming, and other activities which diversify students' work while still focusing on the end result.

5. Spelling Issues

Students with ADHD often have difficulties with writing, especially in terms of spelling. The most common issues are reversing or omitting letters, words, or phrases. Students may spell the same word differently within the same essay. That's why lots of attention should be paid to spelling.

Solution: Encourage spell checkers, dictionaries, and thesaurus.

There are plenty of writing apps and tools available to check spelling and grammar. As a teacher, you can introduce several apps and let students choose which ones work better for writing essays. When checking the submitted papers and grading the work, highlight the spelling mistakes so that students can pay special attention to the misspelled words and remember the correct variant.

6. Final Editing Issues

Students with ADHD may experience problems during the final editing of their work since, by this time, they will have read and reviewed it several times and may not be paying attention to mistakes.

Solution: Teach them to review their writing step by step.

Take an essay template as an example and show students how to revise it. Go through the editing process slowly, explaining the "why" behind certain changes, especially when it comes to grammatical issues. Assign students the task of revising each other's essays so that when they revise their own final draft, they'll know what to pay attention to and what common mistakes to look for.

Addressing the challenges unique to students with ADHD will help these students find ways to handle their condition effectively and even use it to their advantage. Their unique perspective can be channeled into creative writing, finding new solutions to problems, and most of all, finding, reaching, and even exceeding their goals and fulfilling their full potential.

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Blog > Common App , Essay Advice , Personal Statement > How to Write a College Essay About ADHD

How to Write a College Essay About ADHD

Admissions officer reviewed by Ben Bousquet, M.Ed Former Vanderbilt University

Written by Ben Bousquet, M.Ed Former Vanderbilt University Admissions

Key Takeaway

ADHD and ADD are becoming more prevalent, more frequently diagnosed, and better understood.

The exact number of college students with ADHD is unclear with estimates ranging wildly from just 2% to 16% or higher.

Regardless of the raw numbers, an ADHD diagnosis feels very personal, and it is not surprising that many students consider writing a college essay about ADHD.

If you are thinking about writing about ADHD, consider these three approaches. From our experience in admissions offices, we’ve found them to be the most successful.

First, a Note on the Additional Information Section

Before we get into the three approaches, I want to note that your Common App personal statement isn’t the only place you can communicate information about your experiences to admissions officers.

You can also use the additional information section.

The additional information section is less formal than your personal statement. It doesn’t have to be in essay format, and what you write there will simply give your admissions officers context. In other words, admissions officers won’t be evaluating what you write in the additional information section in the same way they’ll evaluate your personal statement.

You might opt to put information about your ADHD (or any other health or mental health situations) in the additional information section so that admissions officers are still aware of your experiences but you still have the flexibility to write your personal statement on whatever topic you choose.

Three Ways to Write Your College Essay About ADHD

If you feel like the additional information section isn’t your best bet and you’d prefer to write about ADHD in your personal statement or a supplemental essay, you might find one of the following approaches helpful.

1) Using ADHD to understand your trends in high school and looking optimistically towards college

This approach takes the reader on a journey from struggle and confusion in earlier years, through a diagnosis and the subsequent fallout, to the present with more wisdom and better grades, and then ends on a note about the future and what college will hold.

If you were diagnosed somewhere between 8th and 10th grade, this approach might work well for you. It can help you contextualize a dip in grades at the beginning of high school and emphasize that your upward grade trend is here to stay.

The last part—looking optimistically towards college—is an important component of this approach because you want to signal to admissions officers that you’ve learned to manage the challenges you’ve faced in the past and are excited about the future.

I will warn you: there is a possible downside to this approach. Because it’s a clear way to communicate grade blips in your application, it is one of the most common ways to write a college essay about ADHD. Common doesn’t mean it’s bad or off-limits, but it does mean that your essay will have to work harder to stand out.

2) ADHD as a positive

Many students with ADHD tell us about the benefits of their diagnosis. If you have ADHD, you can probably relate.

Students tend to name strengths like quick, creative problem-solving, compassion and empathy, a vivid imagination, or a keen ability to observe details that others usually miss. Those are all great traits for college (and beyond).

If you identify a strength of your ADHD, your essay could focus less on the journey through the diagnosis and more on what your brain does really well. You can let an admissions officer into your world by leading them through your thought processes or through a particular instance of innovation.

Doing so will reveal to admissions officers something that makes you unique, and you’ll be able to write seamlessly about a core strength that’s important to you. Of course, taking this approach will also help your readers naturally infer why you would do great in college.

3) ADHD helps me empathize with others

Students with ADHD often report feeling more empathetic to others around them. They know what it is like to struggle and can be the first to step up to help others.

If this rings true to you, you might consider taking this approach in your personal statement.

If so, we recommend connecting it to at least one extracurricular or academic achievement to ground your writing in what admissions officers are looking for.

A con to this approach is that many people have more severe challenges than ADHD, so take care to read the room and not overstate your challenge.

Key Takeaways + An Example

If ADHD is a significant part of your story and you’re considering writing your personal statement about it, consider one of these approaches. They’ll help you frame the topic in a way admissions officers will respond to, and you’ll be able to talk about an important part of your life while emphasizing your strengths.

And if you want to read an example of a college essay about ADHD, check out one of our example personal statements, The Old iPhone .

As you go, remember that your job throughout your application is to craft a cohesive narrative —and your personal statement is the anchor of that narrative. How you approach it matters.

Liked that? Try this next.

The Incredible Power of a Cohesive College Application

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How to Write a Personal Statement for Colleges

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16 Writing Tips for ADHD Brains

“There’s no rule on how it is to write… Sometimes it comes easily and perfectly. Sometimes it is like drilling rock and then blasting it out with charges.” — Earnest Hemmingway on Writing

Writing when you have ADHD is particularly onerous. Sometimes you’ve been ruminating or feel inspired and the words just flow on to the page (much like this blog post). Other times just the thought of working on a writing assignment sends your brain into a tailspin. So how can you make progress when the deadline isn’t in two hours and getting words on the page feels like fishing barehanded ?

This post contains 16 suggestions split into two sections:

• 9 ideas for emergencies and
• 7 ideas for planning ahead to make consistent progress on large projects.

Some of these are things that have worked for me, others are suggestions from other ADHD writers. Remember: your mileage may vary (depending on the project, your brain, hormones, etc).

Writing Emergencies

If you’re stuck and need help right now:

Adapt the pomodoro — Set a timer for 20 minutes and try to type a few sentences (consider starting with the Freewrite Method if you need). Write extraneous thoughts on a spare sheet of paper to get them out of your head, which can help attempts to refocus. Once you get going, dispense with the timer except for when you STOP writing (bathroom, food breaks), then set it to remind yourself to get back to writing.

Put your headphones in/on — If that doesn’t work, start a good playlist. I find that I prefer certain music when I’m writing, another when I’m coding, etc. Find the genere that feels inspiring and try to feed off of its energy to get started. Here are some of my favorites, most of which have no vocals.

Go off grid — Turn off notifications, wifi, everything, then sit and stare at the page. If you aren’t writing, you aren’t doing anything else either so you might as well write.

Find what’s possible — This is particularly helpful with larger writing projects that have multiple pieces in varying stages of completion. Maybe putting words on the page is impossible today but tackling comments from your advisor is doable. Revisions and edits are valid, important parts of the writing process , too.

Start small — Identify the smallest, most specific writing goal(s) possible and frame it as a question. Answering that question may naturally lead into more. E.g., what are the characteristics of Bacillus anthracis ? (Answer: B. anthracis is a gram positive, spore-forming bacterium. It is the causative agent of…)

Embrace stimulation — Find a mindless task (washing dishes, driving, folding laundry) and do it in silence instead of playing the radio, tv, or your phone. Think about what you’ve written so far and what you would like to write next. Think about your project until the words are itching to get on the page.

Harness novelty — Go somewhere new to work, whether it be a coffee shop, library, or co-working space, find and control novelty in a place with the right amount of stimulation to let you focus on your writing.

Try freewriting — This writing method can really help if your brain feels stuck since writing about what you’re having trouble with can help get you to what you’re supposed to be writing.

Go for a walk — Letting ADHD bodies move often allows their brains the space to create. The problem is that you can’t walk and write at the same time. Or can you? Consider using Google Docs, a recorder app, or some form of dictation software to record yourself writing out loud as you walk. When you get back to the desk, transcribe/transfer it to your manuscript and now you have something to work with.

Tips for Writing Ahead

If you’re thinking about how to make consistent progress on a project without leaving it to the last minute:

Rotate projects — Executive function isn’t exactly a strong suit for people with ADHD this may seem a counterintuitive suggestion, but consider maintaining multiple projects. Because our interest in a project can come in fits and bursts, having multiple projects that you can pick up and put down as your interest varies means that even if one seems impossible to tackle, you may have the brainspace or inspiration for another of your projects. Rotating through them can satisfy the need for novelty while maintaining momentum (and fostering incubation ).

Body double — Find an accountability buddy or group that you can co-work with, either in-person or online. People with ADHD tend to be socially motivated. Having another person trying to focus while you’re trying to focus can sometimes enhance your ability to focus!

The set-up method — Plan ahead and stop while things are flowing. Leave a word, sentence, or paragraph unwritten so that you know right where to start next time. As great as it can feel to get words on the page, it can help to stop writing before you burn out.

Keep the trash — Instead of completely deleting phrases and/or paragraphs that don’t work, keep a separate document for each of your projects where you can move those snippets. When you feel stuck, skim through the “trash” for anything that inspires.

Make a checklist — In other words, make an outline . Check off or cross out each topic as you cover it so you know what’s missing and avoid feeling the immense overwhelm of WRITING with smaller topics. If long checklists overwhelm you, split it into smaller bites that you can then allocate to different writing sessions.

Embrace spurts 1 — Keep the document open on your desktop. When a good sentence, phrase, etc. pops in your brain, tab over and write it down before you forget! This could be particularly helpful for people who work at the bench. Repetitive tasks allow your mind to wander and “write” as you work. Having the document open enables jotting those thoughts down as they occur, making progress easier.

Allow processing time — All brains need time to process and digest information after gathering it. I suspect that ADHD and other neurodivergent brains need a bit more time so consider allowing yourself a week or two between when you finish prewriting and start drafting.

Got any tips to add? Let me know on LinkedIn or Bluesky !

Q&A: Writing Past the Hard Parts | A short podcast episode with thoughts about what makes writing hard and how to get past the hard parts.

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A post to describe this method in more detail is on its way!  ↩︎

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I am a microbiologist with a passion for making science accessible. I hope to use my background in communications and higher education to help make scientific concepts more easily understood and make the academy more inclusive to future scientists from all backgrounds.

• Writing Help for ADHD Students

Updated 2024.

Typically, students with ADHD produce a wealth of ideas about an essay writing topic. Yet over 60% of students with ADHD struggle to get their ideas down on paper.

For most students with ADHD, writing assignments are torturous.

Because students with ADHD often have trouble separating dominant (main) ideas from less dominant (subordinate) ideas, even starting a writing assignment can be an arduous and anxiety filled experience.

But none of these difficulties needs to keep your ADHD child from writing successfully in school. Use the eight strategies below to help your child write more easily and successfully.

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Writing Problems Common for Students With ADHD

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• ADHD and Writing Skills
• Common Challenges
• Helpful Writing Strategies

Children with ADHD are more likely to develop writing problems than children without ADHD, regardless of gender. Among both boys and girls with ADHD who also have a reading disability, however, girls have an even higher chance of developing a written language disorder, creating even more challenges for girls in the classroom.

At a Glance

ADHD is a form of neurodivergence that can make writing more challenging for some students. ADHD traits can affect a student's ability to concentrate, meet deadlines, stay on task, and stay organized, impacting their writing skills. Keep reading to learn more about how ADHD can affect children's writing skills—and how appropriate accommodations and support can help these students succeed.

ADHD Can Impact Skills Important for Writing

The technique of expressing oneself through writing is quite a complex, multi-step process. It requires integrating several skills, including:

• Planning, analyzing, and organizing thoughts
• Prioritizing and sequencing information
• Remembering and implementing correct spelling, punctuation, and grammar rules
• Fine motor coordination

As students age and move into high school and college , the expectations around writing become even more demanding. Essays and reports that require students to communicate what they know on paper factor more prominently into the curriculum.

It is no wonder that writing can create such anxiety in students with ADHD. Simply starting the process and getting ideas and thoughts out of their head in an organized manner and down on paper can feel like an uphill battle.

This can create problems for students with ADHD since research has found that writing abilities longitudinally predict the academic outcomes of kids with this form of neurodivergence .

Signs of Writing Problems in Kids With ADHD

Some of the signs that a student might be struggling with their writing due to ADHD characteristics include:

• Taking longer than their classmates to complete their work
• Producing less written work—shorter reports, less "discussion" on discussion questions, and fewer sentences on each test question—as compared to their peers without ADHD
• Struggling to turn in written assignments by the required deadline
• Making spelling errors due to rushing through the writing process or not being able to stay on task
• Failing to proofread and edit assignments before turning them in

ADHD Challenges That May Lead to Writing Difficulties

Why is it so tough for students with ADHD to produce well-crafted, thoughtful, carefully edited writing? Here are nine of the top reasons:

• Keeping ideas in mind long enough to remember what one wants to say
• Maintaining focus on the "train of thought" so the flow of the writing does not veer off course
• Keeping in mind the big picture of what you want to communicate while manipulating the ideas, details, and wording
• With the time and frustration it can take to complete work, there is often no time (or energy) remaining to check over the details, edit assignments, and make corrections.
• Students with ADHD generally have problems with focus and attention to detail, making it likely that they will make errors in spelling, grammar, or punctuation.
• If a child is impulsive, they may also rush through schoolwork. As a result, papers are often filled with "careless" mistakes.
• The whole proofreading and editing process can be quite tedious, so if students attempt to review work, they may easily lose interest and focus.
• Challenges with fine motor coordination can complicate writing ability further. Many students with ADHD struggle with fine motor coordination, resulting in slower, messier penmanship that can be very difficult to read.
• Simply sustaining the attention and mental energy required for writing can be a struggle for someone with ADHD.

Research indicates that it is less the overt behavioral traits (like restlessness and impulsivity) that influence writing problems in kids with ADHD. Instead, it is typically struggles with executive functions (such as working memory, cognitive flexibility, and attentional control) that play the most significant role in causing writing problems for kids with ADHD.

Writing Strategies for Kids With ADHD

Students with ADHD can work on strategies to improve writing skills that address common learning problems that can interfere with written language expression. Appropriate accommodations and support can help students with ADHD manage the challenges that might affect their writing abilities. Some strategies that can help include:

Giving Clear Instructions

Students with ADHD benefit from having concise instructions that clearly outline the steps to follow in an assignment. Breaking down tasks into smaller, more manageable chunks can also help.

Help With Organization

Organizational strategies like outlining can help. Some people may find index cards breaking down writing tasks into small steps helpful, but students with ADHD often get bogged down if they have to deal with many smaller tasks. In such instances, setting a timer and devoting a specific block of time to writing can be a great way to make progress on writing tasks without getting overwhelmed.

Provide Extra Time

Because students with ADHD may take longer with writing assignments, providing extra time to complete these tasks can be a helpful accommodation that helps ensure academic sucess. This can give kids the time they need to produce quality work and finish their assignments.

Extra time, clear instructions, and help with organization can help kids with ADHD managing writing assignments more easily. However, it is important to remember that each kid is different. Experimenting with different methods and supports can help each child figure out what works best for them.

Keep in Mind

It is important to remember that while students with ADHD might struggle with writing skills, having the right accommodations and support can help them succeed in academic settings. Finding ways to support kids in overcoming their writing challenges can help them manage their ADHD effectively, foster more positive academic self-esteem, and strengthen their writing skills.

Molitor SJ, Langberg JM, Evans SW. The written expression abilities of adolescents with attention-deficit/hyperactivity disorder .  Res Dev Disabil . 2016;51-52:49-59. doi:10.1016/j.ridd.2016.01.005

Molitor SJ, Langberg JM, Bourchtein E, Eddy LD, Dvorsky MR, Evans SW. Writing abilities longitudinally predict academic outcomes of adolescents with ADHD .  Sch Psychol Q . 2016;31(3):393-404. doi:10.1037/spq0000143

Centers for Disease Control and Prevention. ADHD in the classroom: Helping children succeed in school .

Mokobane M, Pillay BJ, Meyer A. Fine motor deficits and attention deficit hyperactivity disorder in primary school children . S Afr J Psychiatr . 2019;25:1232. doi:10.4102/sajpsychiatry.v25i0.1232

Soto EF, Irwin LN, Chan ESM, Spiegel JA, Kofler MJ. Executive functions and writing skills in children with and without ADHD .  Neuropsychology . 2021;35(8):792-808. doi:10.1037/neu0000769

By Keath Low  Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD.

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Writers With ADHD: Strategies for Navigating the Writing Process

I immediately knew who to call on, and I am excited to share a guest post today from a writer who has been a part of my own journey almost from the very beginning. Johne Cook and I met on an online writing forum over 15 years ago, and he remains one of my favorite people to have entered my life in this journey. I have long admired his pragmatism, his insight, and his general cool in the face of the Internet’s insanity. To this day, I will often ask myself, “What would Johne do here?”

He has always been open about his experience as a writer with ADHD—both the challenges and his solutions for overcoming them. Today, I’m excited to have the opportunity to let him share his experience, tips, and resources with you. Enjoy this treasure trove of insight!

I wish I knew then what I know now.

For my first 45 years, I thought I was broken: I was a daydreamer, I couldn’t focus on things everyone else thought were important, I fidgeted when I should have been focusing, and I focused intently on the wrong things when people wanted my attention elsewhere.

It’s not like there weren’t clues. I excelled as part of an award-winning marching band in high school where marching in unison was expected, but it was like I was out of step with society.

I had difficulties with organization, time management, and sustaining attention in non-stimulating environments.

I couldn’t make important decisions to save my life. I kept putting things off. I had health problems, money problems, interpersonal problems.

I waited until the 11th hour to begin anything important, and things frequently fell through the cracks.

When I was young, what I wanted most was to be “normal.” But the older I got, the more I believed that was never my reality or calling.

Everything changed the day I heard a piece on NPR called “Adult ADHD in the Workplace.” As they discussed what ADHD was and shared six basic questions, I realized I checked five of the six boxes. They shared a link to a website, and I double-checked my results when I got home.

And then I met with a doctor and confirmed the diagnosis. My entire identity changed.

When I tried two different medications that gave me additional focus at the expense of my creativity (and some other small side effects), I sensed, for the first time, that my creativity was somehow tied to my condition. I valued my ability to sling words, see patterns, and make intuitive leaps that others around me couldn’t.

Because I valued my creativity, I ultimately handled my ADHD through other means that I’ll talk about below.

I realized I could either run from my ADHD or embrace it.

I decided to lean into it.

Communication

Knowing is half the battle. Knowing this about myself (and knowing that I was special, not broken) changed the way I saw everything.

I started by talking to my wife Linda and my family about what I was like and gradually increased my communication to include my boss and peers at work.

For some of them, what I told them was no surprise, and my biggest pleasant shock was how cool everyone was about it.

Finally, when appropriate, I shared about my ADHD with people I met out in the world. Letting people know what I was like set expectations and minimized confusion.

Once I had that handled, I moved on to the fun stuff.

ADHD as a Superpower

If attention deficit is the disorder, attention hyper-focus is my superpower.*

During the pandemic, Linda and I watched an interrupted season of The Amazing Race , mostly for Penn and Kim Holderness from YouTube’s The Holderness Family . It was only while watching the show that we learned that Penn was very ADHD. They referred to his ADHD as a superpower, and I saw with my own eyes how his ADHD helped him with pattern recognition, creative outside-the-box thinking, and hyper-focus during challenges.

And watching Penn at work on the show changed how I viewed my own ADHD.

In short, when managed effectively and embraced for its positive attributes, ADHD can empower writers to harness their inner strengths and achieve success in various domains of life.

Understanding ADHD in the Writing Process

People with ADHD exhibit different symptoms such as difficulty maintaining attention, hyperactivity, or impulsive behavior. For writers, these symptoms can manifest as challenges in organizing thoughts, staying on task, and completing projects.

However, it’s also associated with high levels of creativity, the ability to make unique connections, and a propensity for innovative thinking.

Challenges Faced by Writers With ADHD

(The following challenges are common but not universal.)

• Distraction: Writing progress can be derailed by the lure of new ideas , social media, or even minor environmental changes.
• Difficulty Organizing Thoughts: It can be daunting to translate a whirlwind of thoughts into coherent, structured writing.
• Procrastination: Delaying writing tasks in favor of more immediately rewarding activities.
• Impulsivity: Starting new projects without finishing current ones can lead to a cycle of uncompleted works .

Despite these challenges, many writers with ADHD have developed strategies to thrive.

Strategies and Tools for Writing with ADHD

I decided against medication. Once I took medication off the table, I began leaning harder on software tools to become more organized and to remind myself of important things.

Turning ADHD challenges into advantages requires a combination of personal strategies, environmental adjustments, and technology.

Linda and I are a team—she knows to prompt me to use my tech to capture ideas or thoughts in the moment, and I’ve become better at tracking my ideas by noting them in my phone or on my calendar.

Today, there are more tools available than ever.

Here are several approaches:

1. Structuring the Writing Environment

Minimize Distractions: Create a writing space with minimal visual and auditory distractions. Tools like noise-canceling headphones or apps that play white noise can help.

Establish Routines: Having a set writing schedule can provide structure and make it easier to start writing sessions.

2. Breaking Down Tasks

Outlining Your Novel (Amazon affiliate link)

Use Lists and Outlines: Breaking writing projects into smaller, manageable tasks can make them less daunting. Outlining can also help organize thoughts before diving into writing.

Set Small Goals: Focus on short, achievable objectives , such as writing a certain number of words daily, to build momentum.

3. Leveraging Technology

Calendars : Google Calendar or Fantastical (MacOS only) free up my mind and keep me up-to-date.

Writing Software: Applications like Scrivener or Google Docs offer features to organize ideas, research, and drafts in one place.

Time Management Apps: Pomodoro timers or task management apps like Trello can help manage time and keep track of progress.

Pocket : A social bookmarking service for storing, sharing, and discovering web bookmarks.

SnagIt : A screenshot app on my computer where I capture and store screenshots in folders for later use. Also does optical character recognition (OCR) on text strings, allowing me to replicate URLs with copy/paste.

Note-taking apps : Apple Notes —my second mind that I can access from any of my Internet-connected devices.  Notion —a beefier app for more sophisticated note-taking

4. Embracing the Creative Process

Allow for Free Writing: Set aside time to write without worrying about coherence or structure. This can help capture creative ideas without the pressure of perfection.

Develop a System for Capturing Ideas: Use note-taking apps or carry a notebook to jot down ideas as they come, regardless of the time and place.

5. Seeking Support

Writing Groups: Joining a writing group or participating in writing challenges can provide accountability and motivation.

Professional Help: For some, working with a coach or therapist specializing in ADHD can offer personalized strategies and support.

Success Stories: Writers With ADHD

Many successful writers have ADHD and have spoken about how it affects their creative process. Writers emphasize the importance of embracing their non-linear thinking, and view it not as a hindrance, but as a source of creativity and originality:

• Agatha Christie: The “Queen of Crime” was known for her prolific output and intricate plots. Some speculate that her energetic writing style and ability to focus intensely on details could be signs of ADHD.

Murder at the Vicarage by Agatha Christie (affiliate link)

• Dav Pilkey: The creator of the popular children’s book series Captain Underpants has openly discussed his struggles with ADHD. He credits his condition with helping him be a creative thinker.

The Adventures of Captain Underpants by Dav Pilkey (affiliate link)

• John Irving: The author of The World According to Garp was diagnosed with ADHD as an adult and has spoken about how his condition has both helped and hindered his writing process.

The World According to Garp by John Irving (affiliate link)

As a writer, I don’t see things the way others do. I think outside the box.

My ADHD makes me more:

• Hyper-focused on things that capture my attention

Don’t let anyone tell you ADHD is a curse. You can view it as a gift. You can embrace it.

And then you, too, can lean into it!

Resources and Further Reading

For those looking to dive deeper into managing ADHD as a writer, or seeking inspiration from those who’ve navigated similar challenges, here are some invaluable resources:

• ADHD Questionnaire (a questionnaire based on an internationally respected screening tool for ADHD)
• 6 Surprising Ways My ADHD Brain Helped Me Write an Award-Winning Novel
• The Link Between Creativity and ADHD
• Tool & Tricks For Writers With ADHD
• ADHD Is Awesome written and read by Penn and Kim Holderness

* Hyperfocus is common but not universal.

Wordplayers, tell me your opinions! Can you share any tips or experiences for managing ADHD as a writer? Tell us in the comments!

Sign up today.

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Johne Cook is a Senior Technical Writer for medical device companies like IBM, Optum, and Merge Healthcare, and writes under two alternate personas: John the Wordsmith writes about business storytelling and narrative intelligence on LinkedIn. Johne with the silent vanity e is a fiction author working on a Fantasy / Noir called The Blue Golem , now in its 14th draft.

I discovered that the writer that got me into reading years ago–Jules Verne– had ADHD. And that is truly inspiring! • Jules Verne: In school, he was not a very smart kid. Rather a student who did not focus well on daily tasks and some other projects. But in today’s world, he is a very famous French novelist who was into writing from his childhood. The creator of some revolutionary science-fiction stories and a great inspiration for the steampunk stream. His most popular novels are ‘A Journey to the Center of the Earth’, ‘Around the World in Eighty Days, ‘Twenty Thousand Leagues Under the Sea’, and so on. Although undiagnosed, according to some psychologists, he was suffered from ADHD or ADD. “We are of opinion that instead of letting books grow moldy behind an iron grating, far from the vulgar gaze, it is better to let them wear out by being read” — Jules Verne.

Hey, David – love that Jules Verne quote! That’s new to me!

Thanks so much for sharing with us, Johne!

Thanks for reaching out,and for the awesome introduction! I’m touched! We’ve come a long way!

Learning that I was different, not broken, was a major crossroads in my life, and I’m happy to share my experience and what I’ve learned since then.

My writing and career would not be the same without ADHD, and I’m pleased to say that together, Linda and I are managing my condition, minimizing the deficits and maximizing the advantages!

Thanks for sharing!

I use many of the strategies you mention. Calendars, note-taking apps, and to-do-lists. I think it all started with getting over a copy of “Getting Things Done” several decades ago, but I do remember a slight obsession with Filo Faxes way back in high school.

Another strategy I’ve developed is to create a folder system on a cloud drive where I PDF-print web pages and articles (more than a few from this site) and store them in my own system.

Having spent many years organizing those folders helps me immediately answer the question, “where should I put this amazing piece of info”? It falls into the cognitive strategy of each thing having its own place. And of course, more crucially, “where did I put that amazing piece of info”…

Of course, the system isn’t perfect, but macOS search helps a lot as well. (Not to mention tagging… I have a few tags for my current project that I can view in a finder window.)

You mention being outside the box. I’ve found this one thing to be core to my writing. To be honest, I think most creatives that give insightful comments on life “in the box” are somehow outside it. Personally, I’d probably not have much interesting to say had I not been able to look in on that box and draw conclusions from my observations.

And the world, as it looks today, really need voices from outside the box that can look in and comment on what’s going on in there… wake people up a bit… it’s happened before…

You can’t see it but I’m over here nodding vigorously, erk!

I’ve been tagging my thoughts in Apple Notes and I download PDFs on LinkedIn (called ‘carousels’) for later research. There’s a tool called Humata that helps me to find things in my folder of .PDFs. It’s like I’ve created my own searchable library!

I also use a MacOS search tool called Alfred, like Spotlight on steriods, to find and launch apps from the keyboard. It’s very powerful and very cool.

At first thinking outside the box felt alienating–I could sense I wasn’t with everyone else, and I felt lonely. Now I see it’s a great gift, and I appreciate it.

I’ve heard of Alfred before, so maybe it’s time to check it out. Humata or something like it sounds like a missing link in AI, answering the question “what if I want to use a bunch of documents as input”? Very nice!

Tools are always interesting. I use a bunch like Excel and Word, Aeon Timeline, yEd, Scrivener (of course) even Markdown text files, and the previously mentioned cloud drive as the common denominator and searching and tagging… Though, I do my hard core world and character building in DokuWiki… links rocks 😀

I’ll definitely see what Humata and Alfred might add to the mix! Thanks for the tips!

It can, of course, be lonely to be the odd one out. And painful and scary. Not to mention really destructive. But for me, the biggest problem was always to try to be normal because I was sure if I just did what everyone else did, I’d be happy. Then I was diagnosed (with both ADHD and Autism), and I had this epiphany; I’ll never get the results I want by trying to be normal… I should just try to get the results I want in my way instead. It works way better! 😉

“I’ll never get the results I want by trying to be normal” – That’s a great epiphany! Normality is overrated. If you’re getting good results being yourself, being ‘normal’ would be a giant step backward! We’re all about forward movement!

Johne, this was superb and also so helpful. my daughter recently diagnosed and having read your post I now see her superpowers. creativity etc. miss seeing you. hope all well.

Hey, Neroli! In my story, learning about ADHD and common behaviors and challenges helped us immensely. I hope that learning about your daughter’s diagnosis will help bring clarity and understanding to your family!

(I miss seeing you, too! So good to see you pop up here!)

I’m not diagnosed but pretty sure I have it. I do know I had a TBI in a wreck that causes me executive function problems. I found two things that have helped me organize my life – the book Getting Things Done by David Allen, and the Bulletproof Journal. I used the BuJo, as it’s called, to organize the stuff GTD tells me I need to do. It’s taken days to sort through everything, but now that it’s all written down, I can focus better.

I’m sorry to hear about your accident, John. I’m glad you’re finding mechanisms to help you to focus! I’m familiar with GTD but haven’t played around with it.

Simple awareness and communication was a huge thing for us.

BuJo has changed my life, as well. I have memory issues in addition to ADHD, and it seriously helps staying organized and remembering this. Thanks for sharing!

Before I was a writer, the only time my mind was at rest was when I read. Therefore, I read a lot. Still do. Now writing channels all that energy I have into creating suspense.

This is really inspiring, P.T.!

THANK YOU!!! I have just recently been traveling down the adhd awareness path and am waiting on the appointment that will almost certainly lead to the official diagnosis. I probably am HSP as well, which makes for a very interesting mix!

I have found myself wondering if my desires to write actually fit with who I am…maybe I’m just not intended to be a writer. This gives me encouragement that yes, it is actually possible to make it work.

Don’t give up! We ADHD people do have gifts of curiosity and insights others often don’t possess. I urge you to try some of the tech tools Johne mentions, they do help. I began medication later in life and it’s calmed my reactive emotions and allowed me to function much better. It’s never too late to write! Best wishes on your journey.

Thanks for sharing your story! I agree with you about the gifts of curiosity and insight that not everyone else always sees. For me this commonly manifests in movies. For instance MORTAL ENGINES was not hailed as a great film, and yet when I realized it was essentially a Space Opera, I relaxes and leaned into the genre tropes that are very much there and enjoyed it for what it was, an ambitious miss. When others were critical, I found it a wildly entertaining example of the genre that I love, and relished it knowing that me and 3 others appreciated it. At first I was upset that everyone else couldn’t see what I see, but now I kind of like that I have certain genres that work for me that won’t be appreciated by the mainstream. (They’re frequently one-off things that don’t get sequels, so I enjoy them for what they are, glittering little jewels sometimes become classics after the fact. I’m thinking of DEVIL IN A BLUE DRESS with a young Denzel Washington as Easy Rawlins, and introducing a young Don Cheadle in his first role as Easy’s murderous friend Mouse.)

I actually found the Mortal Engines series (it started as books!) to be fascinating for basically the same reason. Would I recommend it to the average person? Nah. But the character development aspect was quite good. It makes even more sense in the opera framework.

That’s so encouraging! Yes I struggle a lot with reactivity… Also just a general feeling of not fitting in has dogged me for most of my life. I’m starting to realize that I need to find people that I can resonate with more!

Finding your tribe is huge!

E – I wrestle with the infinite possibilities of the blank page, but once I get going, ‘Katie bar the door!’ I capture my first ideas in Apple Notes, develop them more fully using Notion (where I keep images and sketches and links to related articles), and then begin writing in Scrivener. (I love Scrivener so much that I transferred over from Windows to MacOS to write in Scrivener in its native format!)

I have no trouble getting started. It’s when I hit the first couple turns and I can’t unravel how I want everything to go and then I get frustrated with trying to figure it out and then I try to outline and then I get overwhelmed and shut down that I give up 😛

If I can see it all clearly in my head, in pictures, then I can sit down and write it out straight, no stop. Super hard to get there though.

This feels very familiar to me right now, heh.

I just last night realized I need to take a step back and adjust some things that happened early in my novel to enable me to write what I need to write here in chapter 16.

I love this article! I’m a writer with ADHD and the challenges are real. However, I’ve come to appreciate and even love my disorganized, curious, and active self. Technology tools are a big help, especially Google calendar reminders and Pomofocus.io. Thanks for mentioning SnagIt…my screenshots are out of control!

I’ll mention that I adore not only SnagIt as a tool but as a directory. I save lots of screenshots and name the ones I want to use later.

Furthermore, SnagIt has an OCR feature where I can screenshot a URL and then copy the URL to my clipboard. It’s an underrated tool!

Loved this! The journey our family has been on has taught me so much, and has even helped me implement strategies for writing. I personally do not have ADHD, but my 20 year old does, and we have traveled an interesting road! Despite going to the best since he was in second grade, we still didn’t know what we were dealing with until he was 14 and we found an incredible behavioral therapist who taught us. ADHD is an executive function disorder. Learning about executive functions changed our lives, because my son was not able to tolerate the medication because of other issues. Our therapist recommend an amazing book, that we still use to this day, called Smart but Scattered. It goes into all the executive functions, talks about the challenges, and behaviors and tools to implement for each. There is even executive function tests to see maybe where you struggle the most. They have many versions of this book from kids, teens, and adults. Even tho we don’t all have ADHD, we may still be a little low on a particular executive function. For instance, mine is getting started. Smart but Scattered has a book for people like me who want to improve my executive functions, and this has helped tremendously. I really feel like those books could help anyone in the writing process.

This is a great resource, Jenny! Thanks for sharing this with us! https://www.amazon.com/Smart-but-Scattered-Revolutionary-Executive-ebook/dp/B005D7D57K/

I wrestle with Executive Function and lean heavily on my tools to get me to the place where my interest kicks in and I know what to do after that.

It’s a bit like using exterior booster rockets to get me into space where my main engines can ignite and power me forward from there!

Lovely article. Another great encouragement on the ADHD writer journey. Thank you Johne and K. M.! I’ll try to be brief, something no one has ever accused me of. 59 years old. Finally diagnosed officially earlier this year. All my friends and family said, “Duh! We knew that from the first day we met you!” But it felt good to know that all the struggles I’ve had all my life are (mostly) not due to moral failure. I have 637,534 writing fragments and ideas in various states ranging from a few words on the back of a napkin to a novel I thought was nearly complete until I decided to blow it up because when I sat down and had a conversation with my main characters, they all told me I was too nice, and they needed more peril. This number, a rough estimate, also includes numerous unfinished or unsatisfactory poems, two non-fiction books, an excruciatingly long list of perhaps impossible children’s books, and lots of other random things. A few things to add to Johne’s list that I’ve found helpful, though outward success in finishing anything is so lacking you may want to ignore me: 1. Yes, schedule writing. Also schedule eating well, exercise, and good sleep. These go a really long way, especially with the ADHD brain, to foster the highest functioning of our superpowers. 2. I love Evernote for capturing notes, and pretty much keeping track of everything. Also great for clipping web pages, articles, etc. I use the GTD method of organizing: use tags to organize notes, not notebooks. Everything I have, except for my woodworking pictures, is in one notebook. It is WAY easier to search by tags than to try to remember where you put something or what you called it. 3. Some of us ADHDers need silence or white noise to block out distractions. Some of us need music or something like it going all the time to keep us from getting distracted by the constant noises in our heads. I’m definitely the latter. Good instrumental music in the background helps me focus on what’s in front of me instead of what the committees and bands inside my head are doing.

Talking about your writing fragments takes me way back, Craig. I have a stack of long-hand story fragments written on many yellow legal pads that stands 16″ tall. I didn’t know how to finish anything at that time so they’re just a tall stack of scenes and snippets of scenes.

Scheduling everything – writing, sleep, meals – had made a real difference in my life!

Do you schedule everything in a digital calendar or some other app?

I havent been diagnosed and i find condition labels unhelpful, however i have so many coping mechanisms. In addition to the programs you mention i use cold turkey to block myself from the internet. I also use the free version of appblock on my andriod phone. On my phone i block the internet whatsapp and outlook. I deleted all other apps from my phone that gave me a back door. I have a big list of notebooks on one note to capture ideas. I have a main launch page which has an instruction list to help prime and start my list. I use a few of these primer lists for everything on how to get ready to leave the house to how to set my mind up for a work session to how to begin to decorate. If i dont use them it can take me a long time to get started. I need to clearly define tasks composing or outlining. I also use freemind a mindmapping program to help me manage and think about all my plot ideas.

A lot of the biggest content creators on LinkedIn use various mechanisms to block off the internet while working or writing, so you’re in good company!

Finding what helps you to focus and write is huge!

By the way i read an article where they found that teaching children to meditate was as effective or more effective than the medication at controlling the symptoms. The medication can reduce children’s appetite and thereby stunt the growth of some.

“…teaching children to meditate was as effective or more effective than the medication at controlling the symptoms.”

That’s really fascinating!

This is a great post! Thank you. I’m ADHD and am only finishing books and publishing them now because I’ve learned some coping strategies over the years. I believe ADHD can be a superpower as long as you learn how to work with yourself and build in some balancing habits. One thing I have learned to appreciate is that I get bored easily–so I rarely let the action drag in my books. If I’m bored with it, the reader will be bored, so I ratchet up action and microtension to keep myself engaged. A downside is that I struggle big time with hyperfocus; if I’m writing an important scene, I can’t stop or even sleep till I am done. Sometimes my mind will not shut off, even after I’ve finished.

I get bored easily as well. It can be a challenge to focus on something that isn’t naturally interesting to me, but I’m working on it.

I’ve wrestled with sleeping while I’m on the hunt–I find if I capture the bullet points for the scene, I can rest knowing that I’m not losing anything and resume working on the scene the following day.

I also use Damon Knight’s ‘Fred’ strategy for loading a scene or plot problem in my head as I lay down and wake with the answer the following morning. He writes about that in his award-winning book CREATING SHORT FICTION. https://www.amazon.com/Creating-Short-Fiction-Damon-Knight-ebook/dp/B01N9JGSYU/ref=sr_1_1

I loved the book series Mortal Engines is part of, and indeed anything Phillip Reeve writes. He’s so original. The film didn’t do the book justice in my opinion, maybe it’s budget wasn’t big enough? Lots of crossover with High functioning autism aka Autism Level 1 and ADHD, I identify with both. There are plenty of positives in my experience, but these can be hard to enjoy or mobilise, your ideas here are helpful. People generally seeing both issues as differences rather than defects or deficits would probably help too! We are all a mix of qualities, whether neurotypical or neurodiverse.

re: Phillip Reeve – thanks, Chaz! I’ll check him out!

Quoting for emphasis: “People generally seeing both issues as differences rather than defects or deficits would probably help too!”

Oh, man, can I ever relate to this posts. Not only do I have ADHD but I also struggle with dyslexia. I’ve learned to harness it to an extent and will explore the tools listed here. Do any others with these issues have trouble outlining? I’m a terrible outliner!! Thanks Katie for this post!!

Hey, Rebecca, I was a lifelong, unrepentant discovery writer, a proud Panster (in my ignorance) until I competed in NanoWriMo 2014. I wrote 55k words in a fantasy / noir but stalled at the climactic scene and couldn’t figure out why. I put off writing the ending for an hour, a day, a week…

Four years passed and then I read a book that introduced the idea of 12 content genres and noted that many people who get stuck do so because they’re mixing genres incorrectly and your subconscious knows enough about story to know that’s a mistake.

I never paid much attention to story structure because I didn’t understand it, but this time it was like the heavens parted and the angels sang. I realized I was trying to write an epic Action climax for what was under-the-hood a classic Thriller. So I cut the big battle finale and realized I already had a perfect ‘hero-at-the-mercy-of-the villain’ Thriller scene (complete with a false ending!) already written!

So I delved deeper into study and saw that in that theory, every scene has the same 5 elements: * an inciting incident * a progressive complication turning point * a crisis question * a climax * and a resolution

That’s when I became a believer in outlines. I became a Plantser, a writer who appreciates story structure and outlines and then discovery writes between my plot points. (If there’s a spectrum between absolute chaos on one side and absolute chaos on the other, perfect complexity resides somewhere in the middle, and that’s where I now live.) Now, I write out my outlines in Notion first and then develop from there in Scrivener. It totally works!

I suffer from the “out of sight, out of mind” aspect of ADHD—when things are put away, whether physically or digitally, they cease to exist. Since it’s not 1954, manuscripts require a digital form, but I do all my planning and what-iffing with notebooks and index cards, and I print copies for pen-and-paper revisions. There’s always visible, touchable evidence that projects are in progress and at what stage. My desk is clean only during the window between “finished old thing” and “started new thing.”

Lena, I worked with a woman who thought best with tangible shapes. When doing a complex flowchart, she’d draw out elements on a number of sheets of paper and lay them on the floor and then begin to fit them together with Scotch tape. Once she had a frankencreation, she’d hand it off to me and I’d put it into Visio, but the vision (and the process) were hers.

Lena – thank you for this. I have the same “out of sight, out of mind” thing. Your tips are much appreciated.

Lena, I’m becoming aware of this for myself. My calendar is going back to paper (gasp) because if it’s digital I literally don’t remember to look at it. I forget stuff even exists when it’s digital a lot of the time. But digital is so much easier to manipulate! On a journey to find what works best for me…

Thank you so much for this post, I’m a beginning writer but I’ve been really struggling with my ADHD recently and have had a hard time working on my story and plot. I’m so glad to have this to relate to and find creative strategies in my writing journey! I will definitely look into the resources you’ve listed!

If you have any specific questions, feel free to reach out! You got this!

Awesome post! I never struggled with ADHD (and haven’t been “officially” diagnosed) since I had Covid in 2020. I’ve learned that the more I stick to a writing schedule, the better I can deal with it. But switch up that schedule and, oh boy, it’s nearly impossible to keep on track. My brain goes everywhere but where I want it to be. And unless it’s visual, I’m really lost.

Thanks, Rhonda!

As a medicated ADHDer I am proud of mine! I find I need my medication to help me focus my energy and mind into my work. One thing that works for me in this day and age of technology is to email my thoughts and ideas to myself from my phone. It works wonders! This way all I have to do is look them up by my email later. Thank you. Thank you. Thank you. For shining a light on us neurodivergent people. We’ve not only survived-we’ve thrived!

That’s a clever workflow! Thanks for sharing!

Talking to myself via email, text, voice message… agreed— an ADHD super power!

OMG. I have recently been diagnosed with adult ADHD, and am now revelling in that knowledge, quite delighted to be ‘dotty.’ Reading very quickly some of the above, I can see myself here. I’ve always had a great love of writing, and story telling, and have attempted in recent years with both a non-fiction and historical fiction story. Neither finished, like so many other ‘projects’ through my life. Thank you HKW for bringing this to us. I have several of your books, and am so grateful for you sharing your knowledge and insight.

Heh. Welcome to the club, Pat!

This article was very helpful! I’ve been a “mess” of ADHD/OCS/Depression/anxiety all my 77 years. I have piles of poetry, stories, novels… most of them incomplete due to my ultimate boredom or (perhaps) even fear of completing. But I’ll tell you this: I am one hell of a word-slinger, and master of the absurd and ironic. So, go figure… Thanks again!

Thanks, Jay!

Great tips! As a fellow ADHDer, whathas helped me the most is realizing that I need more gratification than writing can realistically offer-unless if I eventually become famous or land a steady fiction writing job, like serial writing, which hasn’t happened yet. I leave time for writing several times a week and am a part of writing groups, but I find that I need other creative hobbies, a social life, close friendships and a stimulating job to keep me going–if I’m relying on writing alone to fascinate me, it usually doesn’t work.

This is a great point, Ellie. “Moderation in all things!” (Even fiction writing!)

Thank you so much for this. I wasn’t diagnosed until my 40s. I was always creative & have always wanted to get published. I’ve completed NaNo 3 out of 5 times. I think the hectic pace of it helped, but trying to edit was a non-starter. I’ve been a DM for RPGs since the 1st D&D & Traveller boxed sets came out. I didn’t like running modules & was great & coming up with my own campaigns. The locations & ideas often came from pictures I saw. 13 years ago I started a Fantasy campaign that went on for 8 years then the group moved away, including myself. We tried online but it just wasn’t the same. I’ve wanted to turn it into a campaign to sell on DriveThruRPG. Despite knowing the whole story to where we stopped, having detailed maps, etc., the writing of it has alluded me. Likewise, I have sci-fi project that has been floating around for about the same amount of time. One of my NaNo victories was writing the history leading up to the start of my story. That “misstep? engaged my ADHD creature’s World Builder’s Disease. It keeps telling me that I can’t start the story I have planned until I figure out one more thing. Your article has given me renewed hope. I’m going to give time management tools a try. So much of what you said hit home. I work with 2 Dr’s who understand ADHD. I’m considering changing my medication. The other Psy is a sci-fi fan. I once took over the binders, maps, etc. of my work & he is slowly encouraging me to get back to it. After this article, I’m going to. I will have to get the ADder-HaDder, (I made that up), creature to behave. Thx

This sounds very familiar, Chris. I was diagnosed when I was 45 (and have won NaNo twice).

Thanks for this post, Johne! The entire time I read it, I was nodding to myself like, yeah. I’m a writer with ADHD, self-diagnosed, and realizing my “problem” changed my life. I understood why I was so spontaneous, and why I always got so distracted. A great thing about ADHD is that your brain is open to any ideas that come by. It might be chaotic, but creativity is basically harnessed chaos. Once the idea is there, all I have to do is not forget it so I can grow it into a potential story.

The downside to ADHD is that I get SO distracted. I’ve learned to always plug in my earbuds to tone down the auditory distractions. To eliminate visual distractions, aka anything that moves, I write alone in my room. Sometimes, however, being in my room leads to doing other things, like picking up a good book and forgetting I’m supposed to be writing. Then, I take my writing into our school room (my family homeschools, and I recently graduated), where the potential interruptions turns on my determination to fight for my writing time, put in my earbuds, start writing.

Notes must be written down, and/or organized (or not). Whenever an idea comes to my head, I dwell on it more so that I won’t forget. But if it’s a word that I had been searching for, I write it down.

My smartphone is my most important tool, the gateway or portal to tools that help me to capture and work the things that come up on my day.

I have a number of tools that I use so I don’t lose anything, and many of the tools overlap with each other.

For instance, I use Things3 to make daily ToDo lists and then create calendar entries from there in Google Calendar (for work) or Fantastical (for personal things).

I take notes in Apple Notes and tag them so I can quickly find them later.

And so forth.

As an ADHD teenaged writer, I can say that I absolutely loved this article! I’ve never thought that my ADHD was something to be fixed, just something to be used. It means that I often get so sucked into the project I’m working on that my siblings enjoy grabbing my shoulders while I’m in the zone. 🙄 I get so distracted with everything sometimes it’s hard to shift away from things I can hyper focus on. But I can say that all of these tips are things I use and they work!

Thanks, Allie! I’m so pleased this article was of help to you!

Johne and Katie, Thank you both for sharing this. Judging by the list of comments, many other writers struggle with ADHD as well. It’s nice to know we’re not alone. Much like you Johne, when I received my diagnosis, the years of self-hatred and self-loathing instantly evaporated, and felt like I was starting anew. I often think about the phrase “Your weakness is your strength.” Where in the past, I often focused on my “failings”, once diagnosed, I began viewing my neuro-divergent qualities less as a detriment to my writing, and more as a set of tools that I need to learn how to use properly. I tend to lose focus when researching the history and setting of the story I’m working on. Rather than Googling the information and spending all day poring over the multitude of search results, I’ve started using ChatGPT to simply ask it for the information that I need. It delivers a concise summary of the information I need and cuts my research into a fraction of the time I would normally spend. (Chat GPT has been proven to occasionally get things wrong, so one should always fact check any information derived from it.) Thanks again to you both!

Hey, Bret, ChatGPT plays fast-and-loose with fact (referred to as ‘hallucinating’ (short for ‘outright B.S.’) but Perplexity.ai sources all its answers. I rely on both for different things!

Thanks, Johne! I’ll check that out.

Hi Johne, thanks for this, it’s really helpful! I was wondering where you came across the information about John Irving having ADHD? I’m currently writing a paper about books by authors with ADHD and would love to include one of his, but can’t find anything about him having ADHD online. Thanks 🙂

Hi, Katie, I went back and took a look. My research makes it explicit that John Irving had dyslexia but when pressed for examples, it’s looking more and more like his ADHD is implied rather than something he talked about personally. (I use Perplexity.ai for sourced results and all the sources talk about his dyslexia.)

My pleasure!

As I sat down to journal this morning, I thought of how I dislike puzzles… especially larger ones such as 1000 piece. I compared it to the thoughts I have in my brain, on my notes app, and on the many unfinished word documents on my laptop. I know I have a book inside me, but putting the puzzle pieces together has always been a barrier I’ve not overcome… to this point.

So this morning I picked up my phone and googled “writing with ADHD” and came across this post.

I’m 62 and have never been diagnosed with ADHD, although I’ve joked that had the dx been more common in my growing up, I may have been. I almost had tears in my eyes as I read some of the issues you identified as common. This is powerful to me… thank you for sharing. I will be creating a new game plan here.

With much appreciation, Gordon

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ADHD and Graduate Writing

What this handout is about.

This handout outlines how ADHD can contribute to hitting the wall in graduate school. It describes common executive function challenges that grad students with ADHD might experience, along with tips, strategies, and resources for navigating the writing demands of grad school with ADHD.

Challenges for graduate students with ADHD

Many graduate students hit the wall (lose focus, productivity, and direction) when they reach the proposal, thesis, or dissertation phase—when they have a lot of unstructured time and when their external accountability system is gone. Previously successful strategies aren’t working for them anymore, and they aren’t making satisfactory progress on their research.

In many ways, hitting the wall is a normal part of the grad school experience, but ADHD, whether diagnosed or undiagnosed, can amplify the challenges of graduate school because success depends heavily on executive functioning. ADHD expert Russell Barkley explains that people with ADHD have difficulty with some dimensions of executive function, including working memory, motivation, planning, and problem solving. For grad students, those difficulties may emerge as these kinds of challenges:

• Being forgetful and having difficulty keeping things organized.
• Not remembering anything they’ve read in the last few hours or the last few minutes.
• Not remembering anything they’ve written or the argument they’ve been developing.
• Finding it hard to determine a research topic because all topics are appealing.
• Easily generating lots of new ideas but having difficulty organizing them.
• Being praised for creativity but struggling with coherence in writing, often not noticing logical leaps in their own writing.
• Having difficulty breaking larger projects into smaller chunks and/or accurately estimating the time required for each task.
• Difficulty imposing structure on large blocks of time and finishing anything without externally set deadlines.
• Spending an inordinate amount of time (like 5 hours) developing the perfect plan for accomplishing tasks (like 3 hours of reading).
• Having trouble switching tasks—working for hours on one thing (like refining one sentence), often with no awareness of time passing.
• Conversely, having trouble focusing on a single task–being easily distracted by external or internal competitors for their attention.
• Being extremely sensitive to or upset by criticism, even when it’s meant to be constructive.
• Struggling with advisor communications, especially when the advisors don’t have a strict structure, e.g., establishing priorities, setting clear timelines, enforcing deadlines, providing timely feedback, etc.

If you experience these challenges in a way that is persistent and problematic, check out our ADHD resources page and consider talking to our ADHD specialists at the Learning Center to talk through how you can regain or maintain focus and productivity.

Strategies for graduate students with ADHD

Writing a thesis or dissertation is a long, complex process. The list below contains a variety of strategies that have been helpful to grad students with ADHD. Experiment with the suggestions below to find what works best for you.

Reading and researching

Screen reading software allows you to see and hear the words simultaneously. You can control the pace of reading to match your focus. If it’s easier to focus while you’re physically active, try using a screen reader so you can listen to journal articles while you take a walk or a run or while you knit or doodle–or whatever movement helps you focus. Find more information about screen readers and everything they can do on the ARS Technology page .

Citation management systems can help you keep your sources organized. Most systems enable you to enter notes, add tags, save pdfs, and search. Some allow you to annotate pdfs, export to other platforms, or collaborate on projects. See the UNC Health Sciences Library comparison of citation managers to learn more about options and support.

Synthesis matrix is a fancy way of saying “spreadsheet,” but it’s a spreadsheet that helps you keep your notes organized. Set the spreadsheet up with a column for the full citations and additional columns for themes, like “research question,” “subjects,” “theoretical perspective,” or anything that you could productively document. The synthesis matrix allows you to look at all of the notes on a single theme across multiple publications, making it easier for you to analyze and synthesize. It saves you the trouble of shuffling through lots of highlighted articles or random pieces of paper with scribbled notes. See these example matrices on Autism , Culturally Responsive Pedagogy , and Translingualism .

Topic selection

Concept maps (also called mind maps) represent information visually through diagrams, flowcharts, timelines, etc. They can help you document ideas and see relationships you might be interested in pursuing. See examples on the Learning Center’s Concept Map handout . Search the internet for “concept-mapping software” or “mind-mapping software” to see your many choices.

Advisor meetings can help you reign in all of the interesting possibilities and focus on a viable, manageable project. Try to narrow the topics down to 3-5 and discuss them with your advisor. Be ready to explain why each interests you and how you would see the project developing. Work with your advisor to set goals and a check-in schedule to help you stay on track. They can also help you sort what needs to be considered now and what’s beyond the scope of the dissertation—tempting though it may be to include everything possible.

Eat the elephant one bite at a time. Break the dissertation project down into bite-sized pieces so you don’t get overwhelmed by the enormity of the whole project. The pieces can be parts of the text (e.g., the introduction) or the process (e.g., brainstorming or formatting tables). Enlist your advisor, other grad students, or anyone you think might help you figure out manageable chunks to work on, discuss reasonable times for completion, and help you set up accountability systems.

Tame perfectionism and separate the processes . Writers with ADHD will often try to perfect a single sentence before moving on to the next one, to the point that it’s debilitating. Start with drafting for ideas, knowing that you’re going to write a lot of sentences that will change later. Allow the ideas to flow, then set aside times to revise for ideas and to polish the prose.

List questions you could answer as a way of brainstorming and organizing information.

Make a slideshow of your key points for each section, chapter, or the entire dissertation. Hit the highlights without getting mired in the details as you draft the big picture.

Give a presentation to an imaginary (or real) audience to help you flesh out your ideas and try to articulate them coherently. The presentation can be planned or spontaneous as a brainstorming strategy. Give your presentation out loud and use dictation software to capture your thoughts.

Use dictation software to transcribe your speech into words on a screen. If your brain moves faster than your fingers can type, or if you constantly backspace over imperfectly written sentences, dictation software can capture the thoughts as they come to you and preserve all of your phrasings. You can review, organize, and revise later. Any device with a microphone (like your phone) will do the trick. See various speech to text tools on the ARS Technology page .

Turn off the monitor and force yourself to write for five, ten, twenty minutes, or however long it takes to dump your brain onto the screen. If you can’t see the words, you can’t scrutinize and delete them prematurely.

Use the Pomodoro technique . Set a timer for 25 minutes, write as much as you can during that time, take a five-minute break, and then do it again. After four 25-minute segments, take a longer break. The timer puts a helpful limit on the writing session that can motivate you to produce. It also keeps you aware of the passage of time, helping you stay focused and keeping your time more structured.

Sprints or marathons? Some people find it helpful to break down the writing process into smaller tasks and work on a number of tasks in smaller sprints. However, some people with ADHD find managing a number of tasks overwhelming, so for them, a “marathon write” may be a good idea. A marathon write doesn’t have to mean last-minute writing. Try to plan ahead, stock up on food for as many days as you plan to write, and think about how you’ll care for yourself during the long stretch of writing.

Minimize distractions . Turn off the internet, find a suitable place (quiet, ambient noise, etc.), minimize disruptions from other people (family, office mates, etc.), and use noise-canceling headphones or earplugs if they help. If you catch your thoughts wandering, write down whatever is distracting and you can attend to it later when you finish.

Seek feedback for clarity . Mind-wandering is a big asset for people with ADHD as it boosts creativity. Expansive, big-picture thinking is also an asset because it allows you to imagine complex systems. However, these things can also make graduate students with ADHD struggle with maintaining logical coherence. When you ask for feedback, specify logical coherence as a concern so your reader has a focus. If you’d like to look at your logic before you seek feedback, see our 2-minute video on reverse outlining .

Seek feedback for community . Talking to people about your ideas for writing will help you stay connected at a time when it’s easy to fade into a dark hole. Check out this handout on getting feedback .

Time management and accountability

Enlist your advisor . Graduate students with ADHD might worry about the perception that they’re “gaming the system” if they disclose their ADHD. Or they might struggle with an advisor with a more hands-off mentoring style. It will be helpful to be explicit about your neurodiversity and your potential need for a structure. Ask your advisor to clarify the expectations specifically (even quantify them), and work with them to come up with a clear timeline and a regular check-in schedule.

Enlist other mentors . Your advisor may be less understanding and/or may not be able to provide enough structure, or you may think it’s a good idea to have more than one person on your structure team. Look for other mentors on your faculty (inside or outside of your committee), and talk to senior grad students about their strategies.

Pay attention to your body rhythms . When do you feel most creative? Most focused? Most energetic? Or the least creative, focused, energetic? What activities could you engage in during those times? How can you do them consistently?

Think about task vs. time . It can be difficult to estimate how long a task is going to take, so think about setting a time limit for working on something. Set a timer, work for that amount of time, and change tasks when the time is over.

Tame hyperfocus . If you have trouble switching tasks, ask a friend or colleague to “interrupt” you, or figure out a system you can use to interrupt yourself. For example, when you find yourself trying to fix a sentence for 30 minutes, you can call a friend for a brief conversation about another topic. People with ADHD often find this helps them to look at the work from a more objective perspective when they return to it.

Set SMART goals . Check out the handout on setting SMART goals to help you set up a regular research and writing routine.

Set up a reward system . Tie your research or writing goal to an enjoyable reward. Note that it can also be pre-ward – something you do beforehand that will help you feel refreshed and motivated to work.

Find accountability buddies . These can be people you update on your progress or people you meet with to get work done together. Oftentimes, the simple presence of other people is able to motivate and keep us focused. This “body-doubling” strategy is particularly helpful for people with ADHD. Look for events like the Dissertation Boot Camp or IME Writing Wednesdays .

Find virtual accountability partners . There are a number of online platforms to connect you with virtual work partners. See this article on strategies and things to consider.

Use productivity and focus apps . Check out some recommendations among the Learning Center’s ADHD/LD Resources . To find the best options for you, try Googling “Apps for focus and productivity” to find reviews of timers and other focus apps.

Learn more about accountability . See the Learning Center’s Accountability Strategies page for great information and resources.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Barkley, R. (2022, July 11). What is executive function? 7 deficits tied to ADHD . ADDitude: Inside the ADHD Mind. https://www.additudemag.com/7-executive-function-deficits-linked-to-adhd/

Hallowell, E. and Ratey, J. (2021). ADHD 2.0: New science and essential strategies for thriving with distraction—from childhood through adulthood . Random House Books.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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162 ADHD Essay Topics & Examples

Looking for ADHD topics to write about? ADHD (attention deficit hyperactivity disorder) is a very common condition nowadays. It is definitely worth analyzing.

🔝 Top 10 ADHD Research Topics

🏆 best adhd essay examples, 💡 most interesting adhd topics to write about, 🎓 exciting adhd essay topics, 🔥 hot adhd topics to write about, 👍 adhd research paper topics, ❓ research questions about adhd.

In your ADHD essay, you might want to focus on the causes or symptoms of this condition. Another idea is to concentrate on the treatments for ADHD in children and adults. Whether you are looking for an ADHD topic for an argumentative essay, a research paper, or a dissertation, our article will be helpful. We’ve collected top ADHD essay examples, research paper titles, and essay topics on ADHD.

• ADHD and its subtypes
• The most common symptoms of ADHD
• The causes of ADHD: genetics, environment, or both?
• ADHD and the changes in brain structures
• ADHD and motivation
• Treating ADHD: the new trends
• Behavioral therapy as ADHD treatment
• Natural remedies for ADHD
• ADD vs. ADHD: is there a difference?
• Living with ADHD: the main challenges
• Attention Deficit Hyperactivity Disorder Awareness According to Sayal et al, ADHD is common in young boys as it is easier to identify the problem. The disorder is well-known, and there is no struggle to identify the problem.
• Everything You Need to Know About ADHD The frontal hemisphere of the brain is concerned with coordination and a delay in development in this part of the brain can lead to such kind of disorder.
• Learning Disabilities: Differentiating ADHD and EBD As for the most appropriate setting, it is possible to seat the child near the teacher. It is possible to provide instructions with the help of visual aids.
• Bright Not Broken: Gifted Kids, ADHD, and Autism It is possible to state that the book provides rather a high-quality review of the issues about the identification, education, and upbringing of the 2e children.
• Psychology: Attention Deficit and Hyperactivity Disorder It is important to pay attention to the development of proper self-esteem in children as it can negatively affect their development and performance in the future.
• Attention Deficit Hyperactivity Disorder (ADD / ADHD) Some critics maintain that the condition is a work of fiction by the psychiatric and pharmacists who have taken advantage of distraught families’ attempts to comprehend the behaviour of their children to dramatise the condition.
• ADHD and Its Effects on the Development of a Child In particular, this research study’s focus is the investigation of the impact of household chaos on the development and behavior of children with ADHD.
• The History of ADHD Treatment: Drug Addiction Disorders Therefore, the gathered data would be classified by year, treatment type, and gender to better comprehend the statistical distribution of the prevalence of drug addiction.
• Attention Deficit Hyperactivity Disorder and Recommended Therapy The condition affects the motivational functioning and abnormal cognitive and behavioural components of the brain. Dysfunction of the prefrontal cortex contributed to a lack of alertness and shortened attention in the brain’s short-term memory.
• Rhetorical Modes Anthology on Attention Deficit Disorder It clearly outlines the origin and early symptoms of the disorder and the scientist who discovered attention deficit hyperactivity disorder. Summary & Validity: This article describes the causes of hyperactivity disorder and the potential factors […]
• Attention-Deficit Hyperactivity Disorder in a Young Girl The particular objective was to assist Katie in becoming more focused and capable of finishing her chores. The patient received the same amount of IR Ritalin and was required to continue taking it for an […]
• Similarities and Differences: SPD, ADHD, and ASD The three disorders, Sensory Processing Disorder, Attention Deficit Hyperactivity Disorder, and Autism Spectrum Disorder, are often confused with each other due to the connections and similarities that exist.
• Assessing the Personality Profile With ADHD Characteristics On the contrary, the study was able to understand significant changes in the emotional states and mood of the children when the observations and the tests ended.
• Aspects of ADHD Patients Well-Being This goal can be achieved through the help of mental health and behavioral counselors to enhance behavioral modification and the ability to cope with challenges calmly and healthily.
• ADHD and Problems With Sleep This is because of the activity of a person in the middle of the day and the condition around them. The downside of the study is that the study group included 52 adults with ADHD […]
• The Attention Deficit Hyperactivity Disorder Treatment It has been estimated that when medicine and therapy are applied as treatment together, the outcomes for children with ADHD are excellent.
• Attention Deficit Hyperactivity Disorder Organization’s Mission Children and Adults with Attention-Deficit/Hyperactivity Disorder is an organization that is determined to handle individuals affected by ADHD. The organization was founded in 1987 following the rampant frustration and isolation that parents experienced due to […]
• Case Conceptualization: Abuse-Mediated ADHD Patient The case provides insight into the underlying causes of James’s educational problems and the drug abuse of his parents. The case makes it evident that the assumption from the first case conceptualization about James’s ADHD […]
• Change: Dealing With Patients With ADHD In the current workplace, the most appropriate change would be the increase in the awareness of nurses regarding the methods of dealing with patients with ADHD.
• Dealing With Attention Deficit Hyperactivity Disorder Although my experience is not dramatic, it clearly shows how untreated ADHD leads to isolation and almost depression. However, the question arises of what is the norm, how to define and measure it.
• Parents’ Perception of Attending an ADHD Clinic The main principles of the clinic’s specialists should be an objective diagnosis of the neurological status of the child and the characteristics of his/her behavior, the selection of drug treatment only on the basis of […]
• ADHD: Mental Disorder Based on Symptoms The DSM-5 raised the age limit from 6 to 12 for qualifying the disorder in children and now requires five instead of six inattentive or hyperactive-impulsive symptoms.
• Understanding Attention-Deficit/Hyperactivity Disorder Thus, the smaller sizes of the reviewed brain structures associated with ADHD result in problems with attention, memory, and controlling movement and emotional responses.
• Effective Therapies for Attention Deficit Hyperactivity Disorder The problem at hand is that there is a need to determine which of the therapies administered is effective in the management of ADHD.
• Participants of “ADHD Outside the Laboratory” Study The participants in the testing group and those in the control group were matched for age within 6 months, for IQ within 15 points and finally for performance on the tasks of the study.
• Variables in “ADHD Outside the Laboratory” Study The other variables are the videogames, matching exercise and the zoo navigation exercise used to test the performance of the boys.
• Different Types of Diets and Children’s ADHD Treatment The last factor is a trigger that can lead to the development of a child’s genes’ reaction. Thus, diet is one of the factors that can help prevent the development of ADHD.
• Attention Deficit Hyperactivity Disorder in Children The consistent utilization of effective praises and social rewards indeed results in the behavioral orientation of the child following the treatment goals.
• Vyvanse – ADD and ADHD Medicine Company Analysis It is produced by Shire and New River Pharmaceuticals in its inactive form which has to undergo digestion in the stomach and through the first-pass metabolic effect in the liver into L-lysine, an amino acid […]
• Dealing With the Disruptive Behaviors of ADHD and Asperger Syndrome Students While teaching in a class that has students with ADHD and Asperger syndrome, the teacher should ensure that they give instructions that are simple and easy to follow.
• Current Issues in Psychopharmacology: Attention-Deficit Hyperactivity Disorder This is the area that is charged with the responsibility for vision control as well as a regulation of one’s brain’s ability to go to aresynchronize’ and go to rest.
• Cognitive Psychology and Attention Deficit Disorder On top of the difficulties in regulating alertness and attention, many individuals with ADD complain of inabilities to sustain effort for duties.
• Adult and Paediatric Psychology: Attention Deficit Hyperactivity Disorder To allow children to exercise their full life potential, and not have any depression-caused impairment in the social, academic, behavioral, and emotional field, it is vital to reveal this disorder as early in life, as […]
• Attention-Deficit Hyperactivity Disorder: Biological Testing The research, leading to the discovery of the Biological testing for ADHD was conducted in Thessaloniki, Greece with 65 children volunteering for the research. There is a large difference in the eye movement of a […]
• Issues in the Diagnosis of Attention-Deficit Hyperactivity Disorder in Children Concept theories concerning the nature of attention-deficit/hyperactivity disorder influence treatment, the approach to the education of children with ADHD, and the social perception of this disease.
• Attention Deficit Hyperactivity Disorder Care Controversy The objective of this study was to assess the efficacy, in terms of symptoms and function, and safety of “once-daily dose-optimized GXR compared with placebo in the treatment of children and adolescents aged 6 17 […]
• Attention Deficit Hyperactivity Interventions The authors examine a wide range of past studies that reported on the effects of peer inclusion interventions and present the overall results, showing why further research on peer inclusion interventions for children with ADHD […]
• Attention Deficit Hyperactivity Disorder (ADHD) in a Child A child counselor works with children to help them become mentally and emotionally stable. The case that is examined in this essay is a child with attention deficit hyperactivity disorder.
• Attention Deficit Hyperactivity Disorder: Drug-Free Therapy The proposed study aims to create awareness of the importance of interventions with ADHD among parents refusing to use medication. The misperceptions about ADHD diagnosis and limited use of behavioral modification strategies may be due […]
• Attention Deficit Hyperactivity Disorder: Psychosocial Interventions The mentioned components and specifically the effects of the condition on a child and his family would be the biggest challenge in the case of Derrick.
• Medicating Kids to Treat ADHD The traditional view is that the drugs for the disorder are some of the safest in the psychiatric practice, while the dangers posed by untreated ADHD include failure in studies, inability to construct social connections, […]
• Attention Deficit Hyperactivity Disorder: Signs and Strategies Determining the presence of Attention Deficit Hyperactivity Disorder in a child and addressing the disorder is often a rather intricate process because of the vagueness that surrounds the issue.
• Cognitive Therapy for Attention Deficit Disorder The counselor is thus expected to assist the self-reflection and guide it in the direction that promises the most favorable outcome as well as raise the client’s awareness of the effect and, by extension, enhance […]
• Treatment of Children With ADHD Because of the lack of sufficient evidence concerning the effects of various treatment methods for ADHD, as well as the recent Ritalin scandal, the idea of treating children with ADHD with the help of stimulant […]
• Attention Deficit Hyperactivity Disorder Medicalization This paper discusses the phenomenon of medicalization of ADHD, along with the medicalization of other aspects perceived as deviant or atypical, it will also review the clash of scientific ideas and cultural assumptions where medicalization […]
• Medication and Its Role in the ADHD Treatment Similar inferences can be inferred from the findings of the research conducted by Reid, Trout and Schartz that revealed that medication is the most appropriate treatment of the symptoms associated with ADHD.
• Children With Attention-Deficit Hyperactivity Disorder The purpose of the present research is to understand the correlation between the self-esteem of children with ADHD and the use of medication and the disorder’s characteristics.
• Cognitive Behavior Therapy in Children With ADHD The study revealed that the skills acquired by the children in the sessions were relevant in the long term since the children’s behaviors were modeled entirely.
• Is Attention Deficit Hyperactivity Disorder Real? In fact, the existence of the condition, its treatment and diagnosis, have been considered controversial topics since the condition was first suggested in the medical, psychology and education.
• Is Attention Deficit Disorder a Real Disorder? When Medicine Faces Controversial Issues In addition, it is necessary to mention that some of the symptoms which the children in the case study displayed could to be considered as the ones of ADHD.
• Foods That Effect Children With ADHD/ ADD Therefore, it is the duty of parents to identify specific foods and food additives that lead to hyperactivity in their children.
• Toby Diagnosed: Attention Deficit Hyperactivity Disorder The symptoms of the disorder are usually similar to those of other disorder and this increases the risks of misdiagnosing it or missing it all together.
• Identifying, Assessing and Treating Attention Deficit Hyperactivity Disorder For these criteria to be effective in diagnosing a child with ADHD, the following symptoms have to be present so that the child can be labelled as having ADHD; the child has to have had […]
• Attention Deficit Hyperactivity Disorder Influence on the Adolescents’ Behavior That is why the investigation was developed to prove or disprove such hypotheses as the dependence of higher rates of anxiety of adolescents with ADHD on their diagnosis, the dependence of ODD and CD in […]
• Stroop Reaction Time on Adults With ADHD The model was used to investigate the effectiveness of processes used in testing interference control and task-set management in adults with ADHD disorder.
• Attention Deficit Hyperactivity Disorder Causes Family studies, relationship studies of adopted children, twin studies and molecular research have all confirmed that, ADHD is a genetic disorder.
• Diagnosis and Treatment of ADHD The diagnosis of ADHD has drawn a lot of attention from scientific and academic circles as some scholars argue that there are high levels of over diagnosis of the disorder.
• Attention-Deficit Hyperactivity Disorder As it would be observed, some of the symptoms associated with the disorder for children would differ from those of adults suffering from the same condition in a number of ways.
• Working Memory in Attention Deficit and Hyperactivity Disorder (ADHD) Whereas many studies have indicated the possibility of the beneficial effects of WM training on people with ADHD, critics have dismissed them on the basis of flawed research design and interpretation.
• Attention-Deficit Hyperactivity Disorder: The Basic Information in a Nutshell In the case with adults, however, the definition of the disorder will be quite different from the one which is provided for a child ADHD.
• How ADHD Develops Into Adult ADD The development of dominance is vital in processing sensations and information, storage and the subsequent use of the information. As they become teenagers, there is a change in the symptoms of ADHD.
• Medical Condition of Attention Deficit Hyperactivity Disorder A combination of impulsive and inattentive types is referred to as a full blown ADHD condition. To manage this condition, an array of medical, behavioral, counseling, and lifestyle modification is the best combination.
• Effects of Medication on Education as Related to ADHD In addition, as Rabiner argues, because of the hyperactivity and impulsivity reducing effect of ADHD drugs, most ADHD suffers are nowadays able to learn in an indistinguishable class setting, because of the reduced instances of […]
• Attention Deficit Hyperactivity Disorder: Diagnosis and Treatment Generally the results indicate that children with ADHD had a difficult time in evaluating time concepts and they seemed to be impaired in orientation of time.
• The Ritalin Fact Book: Stimulants Use in the ADHD Treatment Facts presented by each side of the critical issue The yes side of the critical issue makes it clear that the drugs being used to control ADHD are harmful as they affect the normal growth […]
• Behavior Modification in Children With Attention Deficit Hyperactivity Disorder Introduction The objective of the article is to offer a description of the process of behavior modification for a child diagnosed with ADHD.
• What Is ADHD and How Does It Affect Kids
• The Benefits of Physical Activities in Combating the Symptoms of ADHD in Students
• The Effects of Exercise and Physical Activity as Intervention for Children with ADHD
• What Are the Effects of ADHD in the Classroom
• Are Children Being Diagnosed with ADHD too Hastily
• The Effectiveness of Cognitive Behavioral Therapy on ADHD
• Understanding ADHD, Its Effects, Symptoms, and Approach to Children with ADHD
• ADHD Stimulant Medication Abuse and Misuse Among U.S. Teens
• Severity of ADHD and Anxiety Rise if Both Develop
• The Best Approach to Dealing with Attention Deficit/Herpactivity Disorder or ADHD in Children
• An Analysis of the Potential Causes and Treatment Methods for Attention Deficit Hyperactivity Disorder (ADHD) in Young Children
• The Best Way to Deal with Your Child Who Struggles with ADHD
• Response Inhibition in Children with ADHD
• Behavioral and Pharmacological Treatment of Children with ADHD
• Symptoms And Symptoms Of ADHD, Depression, And Anxiety
• Bioethics in Intervention in the Deficit Attention Hyperkinetic Disorder (ADHD)
• The Effects of Children’s ADHD on Parents’ Relationship Dissolution and Labor Supply
• The Effects of Pharmacological Treatment of ADHD on Children’s Health
• The Educational Implications Of ADHD On School Aged Children
• Differences in Perception in Children with ADHD
• The Effects Of ADHD On Children And Education System Child
• Students With ADD/ADHD and Class Placement
• The Advantage and Disadvantage of Using Psychostimulants in the Treatment of ADHD
• How to Increase Medication Compliance in Children with ADHD
• Effective Teaching Strategies for Students with ADHD
• Scientists Probe ADHD Treatment for Long Term Management of the Disease
• Should Stimulants Be Prescribed for ADHD Children
• The Rise of ADHD and the an Analysis of the Drugs Prescribed for Treatment
• The Correlation Between Smoking During Pregnancy And ADHD
• Exploring Interventions Improving Workplace Behavior In Adults With ADHD
• The Promise of Music and Art in Treating ADHD
• The Struggle Of ADHD Medication And Over Diagnosis
• The Problems of Detecting ADHD in Children
• The Harmful Effects of ADHD Medication in Children
• The Symptoms and Treatment of ADHD in Children and Teenagers
• The Impact of Adult ADD/ADHD on Education
• The Experience of Having the ADHD Disorder
• The Young Children And Children With ADHD, And Thinking Skills
• The Use of Ritalin in Treating ADD and ADHD
• The Ethics Of Giving Children ADHD Medication
• The Importance of Correctly Diagnosing ADHD in Children
• The Rise in ADHD Diagnosis and Treatment within the United States of America
• The World of ADHD Children
• The Use of Drug Therapies for Children with ADHD
• What Are the Effects of ADHD in the Classroom?
• Does ADHD Affect Essay Writing?
• What Are the Three Main Symptoms of ADHD?
• How Does ADHD Medication Affect the Brain?
• What Can ADHD Lead To?
• Is ADHD Legitimate Medical Diagnosis or Socially Constructed Disorder?
• How Does Art Help Children With ADHD?
• What Are the Four Types of ADHD?
• Can Sports Affect Impulse Control in Children With ADHD?
• What Age Does ADHD Peak?
• How Can You Tell if an Adult Has ADHD?
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• How Does ADHD Affect Cognitive Development?
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DO PEOPLE WITH ADHD STRUGGLE TO WRITE ESSAYS?

Today's topic is one that is very near and dear to my heart. One of the biggest obstacles I've overcome in my writing journey is my struggle with ADHD. I'm so excited to start this blog series where I'll talk in depth about different aspects of ADHD and writing, how ADHD can be the ace up your sleeve or the trap door beneath your feet in any creative endeavor but especially writing.

I was first diagnosed when I was four-years-old, which as a young girl, wasn't happening very often at the time. In fact, when I was growing up the medical world was still learning a lot about ADHD. The medications at the time were high doses of stimulants, one that had to be reformulated because it was found to actually cause Tourette's syndrome in small children. One of my earliest memories of taking ADHD medication were getting a Little Debbie cake each morning before school started. At the time, I thought I was getting a cool treat, but really it was the only way my mom knew how to give me a pill since I didn't know how to swallow them yet.

Over the years, I went through more medications than I can even list. Stimulants. Non-stimulants. Fast acting. Slow release. A combination of both.

But the thing is, I wasn't sick. The world around me was.

ADHD, as we've come to understand more about the condition, isn't a problem in and of itself. The problem comes from expecting people who are neurodivergent to operate in a neurotypical world as if they don't have executive dysfunction. ADHD can be incredibly limiting if you're trying to live up to expectations that were never meant for you in the first place. On the other hand, some of the world's most creative and critical thinkers were also neurodivergent.

Because our brains are wired to see and experience the world differently, we oftentimes are insanely good problem solvers and can think outside the box better than most. Oftentimes in social situations when it seems like we're 'zoning out' it's usually because we've anticipated the punchline to the joke a couple words in, and are already thinking of new stories for the conversation. This is a beautiful thing. And it can make you an exceptional writer, if you let it.

Our brains are like supercomputers. They work hard, fast, and have multiple tabs open... all the time.

Today, we're talking about writing Essays. Not creative fiction, but structured assignments for work or school. Although I love to write, and am always bursting with creative ideas... essay writing is one of the things I struggled with the most. Why? Why is essay writing more difficult for people with ADHD?

Well, there are a few different reasons that writing essays can be problematic for people with executive dysfunction. The first thing I think about when writing an essay is decision fatigue .

Picking a topic is truly one of the worst things about essay writing. When you get your assignment to write an essay you usually get a list of topics to choose from or EVEN WORSE your boss or teacher could be cruel enough to say write about anything . Remember those multiple tabs I talked about a few lines up? Imagine infinite tabs leading to infinite black hole google searches. Yeah, that's what my brain does when I have to pick my own topic.

Cruel, unusual punishment in 12 pt. Roman font, double-spaced, in MLA format.

I've wasted so much time on assignments over the years agonizing over topic choice. So, now what do I do to combat this, you ask? I make it fun. Either I do a topic draft, or mortal combat style determine which topic could beat the others in a back alley fight (which is super fun to imagine depending on the subject btw), flip a coin, or pull a topic from a hat. Making the decision tactile, silly, or just plain interesting keeps me from overanalyzing each option, so I never freeze up. The beauty of it is, once the topic is chosen... it's done. I can get down to the real work of creating the essay.

Here comes our next obstacle: research, resources, and structure.

If structure was a person, it'd be a person attempting to murder me with a death laser in a creepy lair. My arch nemesis... who I sometimes flirt with.

Let's be honest, people with ADHD absolutely hate structure. It's almost a universal fact. Only, we don't really. In fact, structure is really good for us. What we really hate is that we're bad at implementing structure into our own lives. When it's forced on us, like regular work or school hours, we thrive. Our bodies get into a routine and then our brains know what to expect too. But implementing it ourselves can be really difficult. Why wouldn't it? We're constantly thinking about how to break the rules.

Don't lie. You're constantly thinking about how to break the rules.

When researching the topic, it's easy to start straying into other areas of research. Why? Well, because it's how we're programmed. We wander and consume knowledge, constantly trying to see a problem or topic from all angles. This isn't good for staying on task when researching something specific, but it's part of what makes us great problem-solvers and pretty great debaters too. (Or maybe I'm just argumentative?)

So how do you keep yourself on task? There's no real easy answer to this one I'm afraid. I still struggle with this and have to set timers to 'checkpoint' if I'm still on task or not when I'm working. I think being aware that this can be a problem is the first step. Then you just try to catch yourself when you're doing it and keep plugging ahead. If any of you have better tips on how to keep yourself from wandering down an alternate research-hole... I'm all ears. Comment below.

So, do people with ADHD struggle to write essays?

Short answer, I think most of us do. But, we also love a challenge and are capable of anything. Do we have to learn a few tips and tricks on how to work with our brains instead of against them? Of course. But that hasn't stopped any of us before, and it certainly won't stop any of us now. ADHD is a complicated, creative, beautiful part of who I am. One that I fought against for many years of my life, but I've learned to love the chaotic, quirky, formidable part of my brain. If you're reading this and also have ADD, ADHD, OCD, ODD, Autism, or any other neurodivergent disorder, I hope you love that part of yourself too. After all, it's what makes you... you.

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Home — Essay Samples — Nursing & Health — Psychiatry & Mental Health — Adhd

ADHD ( Attention Deficit Hyperactivity Disorder) Essay Examples

Adhd essay topics and outline examples, essay title 1: understanding adhd: causes, symptoms, and treatment.

Thesis Statement: This research essay aims to provide a comprehensive understanding of Attention-Deficit/Hyperactivity Disorder (ADHD), including its possible causes, common symptoms, and various treatment approaches.

• Introduction
• Defining ADHD: An Overview
• Possible Causes of ADHD: Genetic, Environmental, and Neurological Factors
• Symptoms and Diagnosis: Recognizing ADHD in Children and Adults
• Treatment Options: Medication, Behavioral Therapy, and Lifestyle Interventions
• The Impact of ADHD on Daily Life: School, Work, and Relationships
• Current Research and Future Directions in ADHD Studies
• Conclusion: Enhancing Understanding and Support for Individuals with ADHD

Essay Title 2: ADHD in Children: Educational Challenges and Supportive Strategies

Thesis Statement: This research essay focuses on the educational challenges faced by children with ADHD, explores effective strategies for supporting their learning, and highlights the importance of early intervention.

• Educational Implications of ADHD: Academic, Social, and Emotional Impact
• Supportive Classroom Strategies: Individualized Education Plans (IEPs) and 504 Plans
• Teacher and Parent Collaboration: Creating a Supportive Learning Environment
• Alternative Learning Approaches: Montessori, Waldorf, and Inclusive Education
• ADHD Medication in the Educational Context: Benefits and Considerations
• Early Intervention and the Role of Pediatricians and School Counselors
• Conclusion: Nurturing Academic Success and Well-Being in Children with ADHD

Essay Title 3: ADHD in Adulthood: Challenges, Coping Strategies, and Stigma

Thesis Statement: This research essay examines the often overlooked topic of ADHD in adults, discussing the challenges faced, coping mechanisms employed, and the impact of societal stigma on individuals with adult ADHD.

• ADHD Persisting into Adulthood: Recognizing the Symptoms
• Challenges Faced by Adults with ADHD: Work, Relationships, and Self-Esteem
• Coping Strategies and Treatment Options for Adult ADHD
• The Role of Mental Health Support: Therapy, Coaching, and Self-Help
• ADHD Stigma and Misconceptions: Impact on Diagnosis and Treatment
• Personal Stories of Triumph: Overcoming ADHD-Related Obstacles
• Conclusion: Raising Awareness and Providing Support for Adults with ADHD

The Effect of ADHD on The Life of an Individual

Analysis of treatment decisions for a child with adhd, made-to-order essay as fast as you need it.

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The Effects of Methylphenidate on Adults with ADHD

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Reduction of Inhibitory Control in People with ADHD

Negative effects associated with prescription drugs on children with adhd, how fidgeting actually contributes to a lack of focus in students, diagnosing dyscalculia and adhd diagnosis in schools, get a personalized essay in under 3 hours.

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The Issue of Social Injustice of Misdiagnosed Children with ADHD

Understanding adhd: a comprehensive analysis, behavioral disorders: causes, symptoms, and support, rethinking adhd: balancing medication with holistic interventions, a negative critique on adhd diagnosis and treatment, understanding adhd: an informative overview.

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by excessive amounts of inattention, carelessness, hyperactivity (which evolves into inner restlessness in adulthood), and impulsivity that are pervasive, impairing, and otherwise age-inappropriate.

The major symptoms are inattention, carelessness, hyperactivity (evolves into restlessness in adults), executive dysfunction, and impulsivity.

The management of ADHD typically involves counseling or medications, either alone or in combination. While treatment may improve long-term outcomes, it does not get rid of negative outcomes entirely. Medications used include stimulants, atomoxetine, alpha-2 adrenergic receptor agonists, and sometimes antidepressants. In those who have trouble focusing on long-term rewards, a large amount of positive reinforcement improves task performance.ADHD stimulants also improve persistence and task performance in children with ADHD.

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ADHD and Writing: Challenges and Strategies

Writing with attention-deficit/hyperactivity disorder (ADHD) poses a challenge to both children and adults living with the disorder. Many with ADHD struggle with dysgraphia , a learning disorder that makes writing difficult on several levels. Problems range from the physical act of writing to organizing essays. After discussing ADHD and creativity in my last post, I wanted to go into more depth about why writing with ADHD can be so hard and what we can do about it.

Writing with ADHD and Dysgraphia

ADHD and writing are often complicated by dysgraphia, a disorder with symptoms such as illegible writing or incomplete words. As a child, I loved to draw. However, whenever art classes graded on the ability to trace, color within the lines, or wield scissors, I fell short. Another nightmarish task required writing essays in pen—without whiteout. Though writing was one of my strong points, I found it virtually impossible to write even a paragraph in pen without making a single mistake.

Thanks to computers, good penmanship no longer has the significance it once did. This is fortunate for the many with ADHD and/or dysgraphia who have bad handwriting . They sometimes struggle with fine motor skills, spatial judgment, and the ability to recall shapes and letters of words on command.

Writing, ADHD, and Working Memory

Poor working memory also plagues many ADHDers and makes it hard to remember specific vocabulary and grammatical rules. Working memory involves storing, prioritizing, and utilizing information; so, even though I have a decent vocabulary, I often struggle to find the right word at the right time.

Problems with working memory also result in disorganized and unfocused writing, for one has to have the ability to prioritize and follow a train of thought in order to clearly communicate with a reader. People with ADHD tend to possess stronger verbal skills, but, even in discussions, we tend to ramble and go off on tangents ( ADHD Challenges: Mind Going Blank? ).

Having an excess of ideas also muddies the planning process. Too much structure can feel limiting and stifling, but too little structure might result in paralysis due to an infinite number of possible writing topics. I spend a lot of time determining what information needs to be left out and what points are of highest priority.

Impulsivity and boredom also hamper many an ADHDer when it comes to writing. Editing and proofreading are essential but sometimes tedious parts of the writing process. When it is finally time to edit, someone with ADHD probably wants to move on to something new. This results in poor attention to detail, which in turn results in careless mistakes and a draft that is never fully polished.

Video with ADHD Writing Strategies

Do not lose hope. People with ADHD have a lot to give when it comes to writing, and there are ways to make it easier. When I started taking my ADHD medication , I was better at organizing information and actually able to complete projects. The right medications can also reduce anxiety and make it easier to get started. In the video below, I talk about other steps you can take to make the process of writing with ADHD easier.

• HealthyPlace. Laurie Dupar. ADHD Challenges: Mind Going Blank?
• ADDitude. Chris Zeigler Dendy. How to Remove Hurdles to Writing for Students with ADHD .
• Advanced Education Services, Las Cruces (New Mexico) Public Schools. Niki Mott. Teaching Writing to Students Who Are Gifted and ADHD .
• Goins, Writer. Ryan McRae. The ADHD Guide to Building a Writing Habit .
• Verywell Mind. Keath Low. Writing Problems Common for Students With ADHD .

APA Reference Matteson, N. (2018, April 17). ADHD and Writing: Challenges and Strategies, HealthyPlace. Retrieved on 2024, September 27 from https://www.healthyplace.com/blogs/livingwithadultadhd/2018/04/adhd-and-writing-challenges-and-strategies

Author: Noelle Matteson

Find Noelle on Twitter , Facebook  and her blog .

Hi, I to have given up on my masters in Social Policy, the mantra 'if I read your work I have to read everyone elses' I do have a degree in Social Welfare Law and I have a complaint going in. You are right about positive regard and how it is ignored. They fail to follow their own University Policy.

I have given up my masters course because the lecturers do not understand that writing about my structure on my assignment paper is not going to get any better without help. They spout about grey areas but, the Equality Act 2010 is quite clear, looking at 'positive regard'. I wonder if the lecturers are using the grey area as an excuse.

Leave a reply

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Breaking Barriers: My Battle with ADHD

In a prize-winning essay about overcoming obstacles, a child with attention deficit disorder explains the effects of adhd on his life. from enlisting the help of family members to keeping a journal, this is how jack prey manages his diagnosis..

Have you ever been working on something important, when a song pops into your head? Then that leads you to think of something in the song about flying, which leads you to play with your remote control glider? Next thing you know, it’s dinnertime, and you haven’t finished the homework you started two hours before.

That’s what it’s like to have Attention Deficit Disorder. I know because I’ve had ADHD for as long as I can remember. For me, ADHD means that I can’t focus whenever I really need to. It’s something I will live with for the rest of my life. And it’s no fun!

When I was younger, people told me I was really smart. But I never got good grades to show it. When I was at school, I would get bored really quickly. Then I would look for something more interesting to do. Sometimes I would try to help other kids with their work. The problem was, I didn’t finish my work, and that would lead to trouble. There were lots of days I even felt like quitting school.

My parents were confused. They knew I was smart, but I wasn’t showing it. My doctor suggested that I see a specialist. He gave me a bunch of tests. When it was all done, he told my parents that I had ADD . Now it’s called ADHD. The H stands for “hyper.” He said I didn’t really have the H , so I guess that was some good news.

To help me focus, the doctor gave me some tips to follow. One of them is to keep a special journal with me all the time to write down things, like what homework I have and when things are due. I try to keep the notebook with me wherever I go. It really helps.

[ Get This Free Download: 5 Powerful Brain Hacks for Focus & Productivity ]

I came up with another tip myself. When I have a test or a quiz, I challenge myself to get it done by a certain time. That keeps me focused on the test and not on the pretty girl sitting in front of me or the lizard in the aquarium. Ah, lizards. I really like lizards. Where was I again?

Oh yeah, my focus techniques. With the help of my parents and my older brother, I started doing some other things that help, like going to bed a little earlier so I can get a good night’s sleep.

My brother and I share a bedroom, and he has agreed to go to bed earlier to help me out. Another thing our whole family has started doing is eating a healthy diet. I used to eat a lot of junk food, but now I only eat a little bit. Ah, junk food. Oops, I’ll try not to do that again.

I’ve been working hard, using these focus techniques for the last year and guess what? My grades have started to go up! In fact, on my last report card I got five As and one B. That’s the best I’ve ever done!

[ Your Free Download: What Every Teacher Should Know About ADHD: A Poster for School ]

My teacher, Miss Ryan, suggested I write this essay. I’m not sure if I knew who Jackie Robinson was before this, but I did some checking. Turns out, he was a great man who had to overcome one of the worst things there is: racism. He did it using the values of courage, determination, teamwork, persistence, integrity, citizenship, justice, commitment, and excellence.

I have used some of these same values to help me overcome ADHD. For instance, I am committed to using my focus techniques, and I am determined to do better in school. Plus, my family has helped me, and that is being a team. Go, team! Also, when I focus, I am a good citizen and don’t bother my classmates as much. Last but not least, using these values has helped me to get almost all As on my report card, which is an example of excellence. Thanks for being such a good example, Jackie!

[ Read This Next: How I Came to Rock My ADHD ]

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123 ADHD Essay Topic Ideas & Examples

Inside This Article

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects children and adults alike. It is characterized by symptoms such as hyperactivity, impulsivity, and inattention. Writing an essay on ADHD can be a challenging task, especially when it comes to choosing a topic. To help you out, here are 123 ADHD essay topic ideas and examples to inspire your writing:

The history and evolution of ADHD diagnosis and treatment.

The role of genetics in ADHD: nature vs. nurture debate.

The impact of ADHD on academic performance.

How ADHD affects social interactions and relationships.

The correlation between ADHD and substance abuse.

The challenges faced by adults with undiagnosed ADHD.

The effectiveness of medication in treating ADHD symptoms.

Alternative therapies for managing ADHD.

The impact of ADHD on the family dynamics.

ADHD and its association with comorbid mental health disorders.

The role of parenting styles in managing ADHD symptoms.

The impact of diet and nutrition on ADHD symptoms.

The influence of technology on ADHD prevalence.

The stigma and misconceptions surrounding ADHD.

The educational rights and accommodations for students with ADHD.

The long-term effects of untreated ADHD in adulthood.

How ADHD manifests differently in boys and girls.

The role of peer support in managing ADHD.

The impact of ADHD on self-esteem and self-image.

The link between sleep disorders and ADHD.

The role of physical exercise in reducing ADHD symptoms.

ADHD in the workplace: challenges and accommodations.

The benefits and drawbacks of disclosing ADHD in college applications.

The impact of ADHD on driving safety.

The relationship between ADHD and creativity.

The role of mindfulness and meditation in managing ADHD symptoms.

The impact of ADHD on time management and organizational skills.

The importance of early intervention in managing ADHD.

The influence of environmental factors on ADHD prevalence.

The impact of ADHD on impulse control and decision-making.

The correlation between ADHD and obesity.

The role of executive functioning deficits in ADHD.

The challenges faced by college students with ADHD.

The impact of ADHD on emotional regulation.

The link between ADHD and criminal behavior.

The impact of ADHD on career choices and job satisfaction.

The role of classroom accommodations in supporting students with ADHD.

The impact of ADHD on learning disabilities and academic achievement.

The challenges faced by adults with ADHD in managing finances.

The correlation between ADHD and addictive behaviors.

The impact of ADHD on time perception and time management.

The role of neurofeedback therapy in treating ADHD.

The influence of sleep hygiene on ADHD symptoms.

The challenges faced by parents of children with ADHD.

The impact of ADHD on risk-taking behaviors.

The correlation between ADHD and creativity in the arts.

The role of sensory processing issues in ADHD.

The impact of ADHD on college dropout rates.

The challenges faced by individuals with ADHD in maintaining relationships.

The influence of ADHD on career success and job performance.

The impact of ADHD on emotional intelligence.

The correlation between ADHD and academic motivation.

The role of cognitive-behavioral therapy in managing ADHD symptoms.

The challenges faced by individuals with ADHD in managing time-sensitive tasks.

The impact of ADHD on parenting styles and strategies.

The correlation between ADHD and sleep disorders in children.

The role of assistive technology in supporting individuals with ADHD.

The impact of ADHD on impulse buying and financial management.

The challenges faced by individuals with ADHD in maintaining healthy habits.

The influence of ADHD on social media use and internet addiction.

The correlation between ADHD and eating disorders.

The role of classroom design in supporting students with ADHD.

The impact of ADHD on academic motivation and engagement.

The challenges faced by individuals with ADHD in maintaining a healthy work-life balance.

The correlation between ADHD and video game addiction.

The role of occupational therapy in managing ADHD symptoms.

The impact of ADHD on self-advocacy and self-empowerment.

The challenges faced by individuals with ADHD in managing transitions.

The influence of ADHD on body image and self-perception.

The correlation between ADHD and substance use disorders in adolescence.

The role of coaching and mentoring in supporting individuals with ADHD.

The impact of ADHD on decision-making and risk assessment.

The challenges faced by individuals with ADHD in managing stress and anxiety.

The correlation between ADHD and gambling addiction.

The role of assistive devices in supporting individuals with ADHD.

The impact of ADHD on social skills development.

The challenges faced by individuals with ADHD in maintaining healthy sleep habits.

The influence of ADHD on academic persistence and resilience.

The correlation between ADHD and self-harm behaviors.

The role of mindfulness-based interventions in managing ADHD symptoms.

The impact of ADHD on emotional regulation in romantic relationships.

The challenges faced by individuals with ADHD in managing sensory overload.

The correlation between ADHD and compulsive buying behaviors.

The role of coaching and organizational strategies in managing ADHD symptoms.

The impact of ADHD on goal-setting and goal attainment.

The challenges faced by individuals with ADHD in managing time pressure.

The influence of ADHD on body language and nonverbal communication.

The correlation between ADHD and internet gaming disorder.

The role of self-help groups in supporting individuals with ADHD.

The impact of ADHD on academic self-efficacy and self-confidence.

The challenges faced by individuals with ADHD in managing distractions.

The correlation between ADHD and hoarding behaviors.

The role of cognitive training programs in managing ADHD symptoms.

The impact of ADHD on assertiveness and communication skills.

The challenges faced by individuals with ADHD in managing impulsivity.

The influence of ADHD on conflict resolution and problem-solving skills.

The correlation between ADHD and compulsive eating behaviors.

The role of mindfulness-based stress reduction in managing ADHD symptoms.

The impact of ADHD on social anxiety and social phobia.

The challenges faced by individuals with ADHD in managing time perception.

The correlation between ADHD and pathological gambling.

The role of vocational rehabilitation in supporting individuals with ADHD.

The impact of ADHD on emotional expression and emotional intelligence.

The challenges faced by individuals with ADHD in managing hyperfocus.

The influence of ADHD on public speaking and presentation skills.

The correlation between ADHD and body dysmorphic disorder.

The role of cognitive-behavioral therapy for insomnia in managing ADHD symptoms.

The impact of ADHD on assertiveness in the workplace.

The challenges faced by individuals with ADHD in managing boredom.

The correlation between ADHD and obsessive-compulsive disorder.

The role of mindfulness-based cognitive therapy in managing ADHD symptoms.

The impact of ADHD on social cognition and perspective-taking.

The challenges faced by individuals with ADHD in managing multiple tasks.

The influence of ADHD on leadership skills and decision-making in teams.

The correlation between ADHD and trichotillomania.

The role of neurocognitive training in managing ADHD symptoms.

The impact of ADHD on social skills in virtual environments.

The challenges faced by individuals with ADHD in managing procrastination.

The correlation between ADHD and social anxiety disorder.

The role of mindfulness-based interventions in managing ADHD-related impulsivity.

The impact of ADHD on emotional empathy and perspective-taking.

The challenges faced by individuals with ADHD in managing interruptions.

The correlation between ADHD and kleptomania.

These essay topic ideas provide a wide range of possibilities for exploring different aspects of ADHD. Whether you are a student looking for inspiration or a researcher seeking a fresh angle, these examples can serve as a starting point for your essay. Remember to choose a topic that interests you, conduct thorough research, and present your findings in a clear and concise manner. Good luck with your ADHD essay!

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ADHD is my superpower: A personal essay

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A Story About a Kid

In 1989, I was 7 years old and just starting first grade. Early in the school year, my teacher arranged a meeting with my parents and stated that she thought that I might be “slow” because I wasn’t performing in class to the same level as the other kids. She even volunteered to my parents that perhaps a “special” class would be better for me at a different school.

Thankfully, my parents rejected the idea that I was “slow” out of hand, as they knew me at home as a bright, talkative, friendly, and curious kid — taking apart our VHS machines and putting them back together, filming and writing short films that I’d shoot with neighborhood kids, messing around with our new Apple IIgs computer!

The school, however, wanted me to see a psychiatrist and have IQ tests done to figure out what was going on. To this day, I remember going to the office and meeting with the team — and I even remember having a blast doing the IQ tests. I remember I solved the block test so fast that the clinician was caught off guard and I had to tell them that I was done — but I also remember them trying to have me repeat numbers back backwards and I could barely do it!

Being Labeled

The prognosis was that I was high intelligence and had attention-deficit disorder (ADD). They removed the hyperactive part because I wasn’t having the type of behavioral problems like running around the classroom (I’ll cover later why I now proudly identify as hyperactive). A week later, my pediatrician started me on Ritalin and I was told several things that really honestly messed me up.

I was told that I had a “learning disability” — which, to 7-year-old me, didn’t make any sense since I LOVED learning! I was told that I would take my tests in a special room so that I’d have fewer distractions. So, the other kids would watch me walk out of the classroom and ask why I left the room when tests were happening — and they, too, were informed that I had a learning disability.

As you can imagine, kids aren’t really lining up to be friends with the “disabled” kid, nor did they hold back on playground taunts around the issue.

These were very early days, long before attention deficit hyperactivity disorder (ADHD) was well known, and long before people had really figured out how to talk to kids with neurodiversities . And as a society, we didn’t really have a concept that someone who has a non-typical brain can be highly functional — it was a time when we didn’t know that the world’s richest man was on the autism spectrum !

Growing Past a Label

I chugged my way through elementary school, then high school, then college — getting consistent B’s and C’s. What strikes me, looking back nearly 30 years later, is just how markedly inconsistent my performance was! In highly interactive environments, or, ironically, the classes that were the most demanding, I did very well! In the classes that moved the slowest or required the most amount of repetition, I floundered.

Like, I got a good grade in the AP Biology course with a TON of memorization, but it was so demanding and the topics were so varied and fast-paced that it kept me engaged! On the opposite spectrum, being in basic algebra the teacher would explain the same simple concept over and over, with rote problem practice was torturously hard to stay focused because the work was so simple.

And that’s where we get to the part explaining why I think of my ADHD as a superpower, and why if you have it, or your kids have it, or your spouse has it… the key to dealing with it is understanding how to harness the way our brains work.

Learning to Thrive with ADHD

Disclaimer : What follows is NOT medical advice, nor is it necessarily 100% accurate. This is my personal experience and how I’ve come to understand my brain via working with my therapist and talking with other people with ADHD.

A Warp Speed Brain

To have ADHD means that your brain is an engine that’s constantly running at high speed. It basically never stops wanting to process information at a high rate. The “attention” part is just an observable set of behaviors when an ADHD person is understimulated. This is also part of why I now openly associate as hyperactive — my brain is hyperactive! It’s constantly on warp speed and won’t go any other speed.

For instance, one of the hardest things for me to do is fill out a paper check. It’s simple, it’s obvious, there is nothing to solve, it just needs to be filled out. By the time I have started writing the first stroke of the first character, my mind is thinking about things that I need to think about. I’m considering what to have for dinner, then I’m thinking about a movie I want to see, then I come up with an email to send — all in a second. 

I have to haullll myself out of my alternate universe and back to the task at hand and, like a person hanging on the leash of a horse that’s bolting, I’m struggling to just write out the name of the person who I’m writing the check to! This is why ADHD people tend to have terrible handwriting, we’re not able to just only think about moving the pen, we’re in 1,000 different universes.

On the other hand, this entire blog post was written in less than an hour and all in one sitting. I’m having to think through a thousand aspects all at once. My dialog: “Is this too personal? Maybe you should put a warning about this being a personal discussion? Maybe I shouldn’t share this? Oh, the next section should be about working. Should I keep writing more of these?”

And because there is so much to think through and consider for a public leader like myself to write such a personal post, it’s highly engaging! My engine can run at full speed. I haven’t stood up for the entire hour, and I haven’t engaged in other nervous habits I have like picking things up — I haven’t done any of it! 

This is what’s called hyperfocus, and it’s the part of ADHD that can make us potentially far more productive than our peers. I’ve almost arranged my whole life around making sure that I can get myself into hyperfocus as reliably as possible.

Harnessing What My Brain Is Built For

Slow-moving meetings are very difficult for me, but chatting in 20 different chat rooms at the same time on 20 different subjects is very easy for me — so you’ll much more likely see me in chat rooms than scheduling additional meetings. Knowing what my brain is built for helps me organize my schedule, work, and commitments that I sign up for to make sure that I can be as productive as possible.

If you haven’t seen the movie “Everything Everywhere All At Once,” and you are ADHD or love someone who is, you should immediately go watch it! The first time I saw it, I loved it, but I had no idea that one of its writers was diagnosed with ADHD as an adult , and decided to write a sci-fi movie about an ADHD person! The moment I read that it was about having ADHD my heart exploded. It resonated so much with me and it all made sense.

Practically, the only real action in the movie is a woman who needs to file her taxes. Now, don’t get me wrong — it’s a universe-tripping adventure that is incredibly exciting, but if you even take a step back and look at it, really, she was just trying to do her taxes.

But, she has a superpower of being able to travel into universes and be… everywhere all at once. Which is exactly how it feels to be in my mind — my brain is zooming around the universe and it’s visiting different thoughts and ideas and emotions. And if you can learn how to wield that as a power, albeit one that requires careful handling, you can do things that most people would never be able to do!

Co-workers have often positively noted that I see solutions that others miss and I’m able to find a course of action that takes account of multiple possibilities when the future is uncertain (I call it being quantum brained). Those two attributes have led me to create groundbreaking new technologies and build large teams with great open cultures and help solve problems and think strategically. 

It took me until I was 39 to realize that ADHD isn’t something that I had to overcome to have the career I’ve had — it’s been my superpower .

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Published Jul 15, 2022

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Passionate Writer Coaching

ADHD writing tips: discover how to become a productive writer

• 15 mins read
• ADHD writing support
• March 10, 2021
• ADHD , author , coaching , neurodiverse , new writers , obstacles , planning , writer , Writer-self , writing , your writer-self

In my work as an ADHD writing coach , I’ve been able to share many tips and tricks about writing with ADHD with my clients over the years. So in this post, I thought I’d share with you my 5 favorite ADHD writing tips, to help you improve your writing skills and get better at writing your books, articles and essays. 

I often meet clients who have received their diagnosis only recently. These authors have the creativity and enthusiasm required to write a great book, article, or essay. But until now, they’ve never managed to turn their dreams into reality. And in light of their diagnosis, they wonder: now that I know what’s been holding me back, can I fix it? Can I finally be the successful author I’ve wanted to be? And the answer is: “yes, but not without some ADHD writing help.” In this post, I show you some ADHD writing tips that I teach them to get better at writing with ADHD. 

ADHD writing tips — Table of Contents:

Confession: in true ADHD fashion, I went a little bit overboard in writing this post and it has turned into a very long article. So if you want to follow your ADHD impulses and jump ahead, I won’t feel hurt. Here’s a Table of Contents. 

Having ADHD is like needing glasses

• How does that help?

Different writing sprint techniques

Keep experimenting (with all these adhd writing tips).

• Master your types of focus

The lies to tell yourself

10 seconds at a time, 10-minute rule for reducing adhd writing anxiety, final thoughts on adhd writing tips, get adhd writing help, add or adhd: which is it.

A quick note on terminology: I’ll be using the word ADHD to also mean ADD, throughout this post, my website, and my business. When I was first diagnosed, they told me I had ADD, but since then the term has fallen out of fashion. Instead, they have put it under the ADHD label, which contains three subtypes: inattentive (formerly ADD), hyperactive, and combined. If you’re interested, you can read more in this ADDitude article . 

1. Accept that writing with ADHD is harder

Let’s start at the very beginning. Before you try any other ADHD writing tips from this post, it’s important to acknowledge that writing with ADHD is harder than it is for neurotypicals. And that can be hard to accept! The tricky thing about writing with ADHD is that many of our symptoms are challenges that all artists seem to struggle with. That can make it hard to understand how ADHD affects writing, and to find the ADHD writing help you need.

But I’m here to tell you: if you do have ADHD, some things about the writing process are definitely harder for you than for most. We tend to experience more ADHD writing anxiety, have trouble taking control of our focus, and are generally bad at time management. (If you want to read more about ADHD challenges specific to PhD candidates, check out this blog post .)

So here’s one mindset shift that has helped me and my ADHD writer clients in the past. 

One comparison I often find helpful is that of someone who wears glasses. Every single person on earth has a hard time seeing things up too close or at a long distance. But some people have a harder time than others. Their eyes simply work differently. That doesn’t mean they can’t get their eyes to work the same way others do. They just need tools to do that: glasses. 

The same is true for writing with ADHD. Every single writer on earth will struggle with things like focus, procrastination (I actually wrote a blog post about that ), sticking to schedules, and meeting deadlines. But for an ADHD writer, it requires even more effort. We certainly can do it, but need some extra tools, some ADHD writing help. ADHDers can definitely be good writers (many of us are!). We just need glasses. 

How do these writing tips help?

Now, you can spend your time wishing you didn’t need these ADHD writing tips and tools. You can compare yourself to neurotypical writers and get frustrated for not being like them. At times, people with glasses will similarly wish they didn’t need them. (Especially when their glasses fog up.) 

But the fact is: this is how your brain works. And though it may be frustrating and depressing at times, and increase your ADHD writing anxiety, there is hope. There are tools that can help. but they can only help you once you’ve accepted that you need your glasses.

When you accept that ADHD affects your writing, you can start learning how ADHD affects writing skills. When you know how ADHD makes it hard to write, you can start finding solutions to make writing with ADHD easier… and of course ADHD writing tips in blog posts such as these. 

Or maybe what you really need is some additional ADHD writing help? Then it’s lucky you found the blog of an ADHD writing coach! Just click the following button to schedule a free 1-hour intake meeting with me, and we’ll discuss together how I can best help you achieve your goals and dreams. 

2. Master your attention span

Now that you know you are an ADHD writer, it’s time to get to know yourself anew. In an earlier blogpost, I talked about the importance of getting to know your writer-self. And this is even more important when you are writing with ADHD. And the first thing you need to learn is how to master your attention span: the second of my ADHD writing tips.

People’s concentration spans are different. 

• There are people who thrive when they focus for one hour at a time, separated by breaks. 
• Then, there’s the 45/15 method: focus for 45 minutes, do something physical for 15. 
• There’s the 30/30 schedule, which allows you to run a household in your writing breaks. 
• And, of course, there’s the famous Pomodoro technique. 

Now, the only way to figure out what works for you is to experiment. I’ve learned about myself, for example, that Pomodoro doesn’t work for me: after 25 minutes, I’ve JUST begun to get into my task. So its 25-minute time blocks give me more frustration than anything else. But you can only figure that out by trying. Here’s how you do that.

When to take a break

Attention spans kind of follow the hyperbola shape you can see in the Instagram post I included below. (Oh, if you don’t follow me yet on this platform: do it now! Every day, I share more ADHD writing help on there.)

View this post on Instagram A post shared by Susanne - ADHD writing coach (@passionatewritercoaching)

When you first start writing, your focus is low: you have to “get in the flow” first. Once you get in the flow, your focus levels climb fast. But at some point, you get tired and your attention drops again. And the only way to reset this whole process is to take a break. 

Knowing this, it’s easy to see that it matters at what point in time you take your break. Do it too early, and you miss some of that precious focus-time. Do it too late and you keep pushing yourself to work even though you are not going to be productive anymore anyway. A well-timed break allows you to spend most of your writing time when you have the most focus and attention available to you. 

And that’s why mastering your attention span had to be the second of my ADHD writing tips!

And here’s the tricky thing for ADHD writers: something that works for you one week may not work the next. Though you need the structure, after a while it will start to annoy you. You’ll get mad at your timer. You’ll start feeling resentment toward your schedule. Or you’ll just forget about your systems altogether.

And that is when you need to start the whole process all over again!

Writing with ADHD is a process of learning and unlearning. It’s constant experimentation, forgetting, and re-finding. And that is a lot of effort to put in! But when you do, you can start working with your brain instead of against it. And that will definitely make you a better, more productive, and happier ADHD writer. 

3. Master your Types of focus

And that takes us to the third of my ADHD writing tips: Master your types of focus! 

Intense focus, especially hyperfocus, costs a tremendous amount of energy. It will exhaust you. If you spend an entire day hyperfocusing on a specific project, chances are that the next day you can’t access the singular focus you might require to write.

But what I’ve learned is that a scattered, easily distracted brain (usually the result of being tired) is actually brilliant for doing research! You might also find that this mindset is great for brainstorming. Or for doing marketing. So: when you learn what mindset you need for which tasks related to the project, this can relieve a lot of your stress and frustration. 

You might wake up in a mood and with a type of focus that’s perfect for editing but not so much for writing. Now, you can try to force yourself to write anyway, but this will only make you feel angry with yourself. And that means in turn that you won’t be able to write anything of the quality that you envision. You’ll be in for a day full of anger, ADHD writing anxiety and frustration and end up with nothing to show for it.

But if you recognize your mindset and type of focus for what they are, and are able to discern what category of tasks you are good at when your brain works the way it does today, you can do the thing today’s brain will be good at. Writing with ADHD gets better when you accept where you are at, and embrace the way your brain works. So, by all means: edit one of your finished chapters. You can write a new one tomorrow. 

4. Lie about your deadines

I can hear some of you laugh (or cry) in my head right now. “Yes, that all sounds great, Susanne,” you might think, “but I’m close to a deadline. I can’t afford to spend time doing marketing when I have to deliver the goods.” And know what? I get it. And the only solution to the deadline problem I have found so far, is to straight-up lie to yourself. Which is the fourth of my ADHD writing tips.

With all my talk about respecting the way your brain works, accepting it, and learning to work WITH it, this might surprise you. But the fact is that deadlines are like cocaine. They motivate you, they help you push yourself, they give you energy and focus. And they only work for a very short time. So why not use that in your favor?

When I was in high school, I would consistently hand in my assignments 14 days late. I wouldn’t be able to work on the project until the day of the deadline. And then my guilt would start to build… and build… and I would finally be able to get to work. And then I realized that I’m incredibly scatterbrained. I’ll believe anything as long as it’s in my planner. So I started to lie to myself about deadlines. Whenever I had one, I’d put it in my planner 14 days early. And with my 14-days-late habit, that meant my work was done the day I had to hand it in. Pretty neat trick, uh? This is one of my favorite ADHD writing tips.

5. Make it small and manageable

In the fourth of the ADHD writing tips, “lie about your deadlines” part, I know it seemed unlikely that I’d forget that I ALWAYS move up the deadline 14 days. But the thing is, I break this one big (fake) deadline down into smaller ones. And smaller ones. And smaller ones.

And yes, by the end I have no way of knowing how ignoring one deadline will affect the overall plan. So I’d better stick to it!

All of these small deadlines I put down in my planner. And I will miss some of them, because of a lack of energy, a lack of focus, or ADHD writing anxiety. Others fall in weeks where I’m all-writing all the time and I’ll start early on the next deadline. Oh, the joys of writing with ADHD!

These small deadlines help me keep momentum: instead of using an entire bag of cocaine, I just take it one sniff at a time. And it makes the lie mentioned before a lot more convincing: I don’t even focus on that final fake deadline anymore. All I need to do is turn the crank for 10 seconds. 

Now, one reason why it’s so hard for us to get to work on a big project is that we get overwhelmed. When you write a book, there are so many elements involved! How on earth will you do it? What if you fail? What if you succeed and have to do more of it? And the project gets bigger and bigger in your head until you experience something called  executive dysfunction . You freeze and are simply incapable of working on the thing. 

The only way around this is to break it down. Kimmy Schmidt actually explained this way better than I ever could:

It’s funny, right, to find ADHD writing help in such a silly comedy show.  But it’s true: everything becomes manageable if you just focus on the tiny first step. 

You might not feel capable of writing an entire book, getting it published, marketing it and live the “successful author” lifestyle. But right now, you don’t have to. All you need to do is pick one of your million projects to work on first. Or all you need to do is write the introduction. Or not even that: just write a page. Rather than focusing on having to turn the mystery crank for hours, all you need to do is bear it for 10 seconds. And then the new 10 seconds start. And as we ADHD writers people love starting things, this is a double bonus.

Now, Kimmy’s ten seconds are great for turning a crank, but don’t help much when you’re in the middle of writing with ADHD. What can help, however, is to use the 10-minute rule. And this is especially useful when it comes to ADHD writing anxiety. 

If a task gives you stress and anxiety, tell yourself: “I only have to do this for 10 minutes.” Usually, 10 minutes is enough to get into the writing flow again. (Remember the  graph  in the second of the ADHD writing tips?) If it doesn’t, accept that this is not the right time to work on this. You were amazing for even starting on something that gave you ADHD writing anxiety. You made a little bit of progress, and that’s enough for now. Try again tomorrow. 

As an ADHD writer you’ll have challenges that neurotypicals don’t experience in the same way. It sucks, it can be frustrating and sometimes you’ll wish that your brain worked the same way as all those people who’ve been telling you you just need to try harder.

But the fact that you experience these challenges does not mean you can’t accomplish your dreams: your brain just needs glasses. 

Using the above ADHD writing tips, you can learn how to make your brain work for you. And then, writing with ADHD does not have to be the painful, frustrating, angering, and depressing task it has been. 

Have you tried to use the ADHD writing help provided by the tools and tips above, but you’re still struggling? That’s okay! This is something an ADD/ADHD writing coach can help with.

Just use the scheduling tool below to book a free one-hour appointment straight into my calendar. Together, we can work on figuring this “writing with ADHD” thing out for you, develop your writing skills, reduce your ADHD writing anxiety, and finally finish that essay, novel, or article you’ve been meaning to. 

More tips & tools for ADHD writers

5 Reasons why writing is so hard with ADHD

Body doubling for ADHD writers: hack your brain through accountability

Famous authors with ADHD–lessons from historical celebrities

My name is Susanne and ever since I taught myself to read at age 4 I have had a passion for the written word. Over the last five years, I have developed a set of systems to help myself and others be productive and make work of our writing passion. Whether it’s fiction or non-fiction, I’m here to help! Check out the  about me  page to read more.

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Susanne has been like a calm and wise anchor, holding my hand, supporting me to work through practical obstacles as well as providing a space to talk about the nitty gritty of ideas and structure – I’ve been surprised at how sensitive, engaged and interested Susanne has been in these.

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Speaker 1: If I were to ask you what your least favorite type of test question is, I'm pretty sure I could guess it before you gave me your answer because it is clearly the essay question. Other types of questions are easy, right? Multiple choice, more like multiple guess. True, false, 50-50, I'll take it. But with an essay, there's no guessing. Everything that's gonna be on that piece of paper has to come out of your head. And that can be intimidating, but if you look at it from a different perspective, it's also an opportunity. Essay questions put you 100% in control. Rather than having to pick from questions that were written for you, you have the opportunity to demonstrate exactly how well you understand the question and the material that it was based on. And assuming you actually did study and you do understand the material, the five rules we're gonna go over in today's video will show you how you can most effectively communicate that understanding in your next essay question. When you're faced with an essay question on a test, you're almost always working under a pretty stressful time limit. And it can often feel like the best way to tackle that is to start writing immediately. But before you do, remember, a good essay is one that communicates your thoughts in an organized way. And if it's not organized, it's not gonna be effective and it's not gonna get you a good grade. Without a good plan to guide you, it can be really easy to misinterpret or even outright miss important points that the prompt wants you to cover. So before you start writing your essay, use a piece of scratch paper to plan it out in advance. First, read the prompt carefully and make sure you understand exactly what it's asking for. And if it's a long prompt, it might actually be useful to highlight the important points in that prompt or to create a checklist so you know that you're gonna cover everything within it. Next, you wanna create a rough outline of the essay. And I recommend going through a two-stage outlining process. In the first stage, you just wanna create a bullet list of everything that comes to mind related to the prompt. This is essentially a brainstorming phase. So at this point, don't worry about the order of the points that you're writing out because it's all about just getting things out of your head and onto the paper and ensuring that they cover what's being asked for in the prompt. Once you've got that done, then it's time to move on to stage two. And at this point, you're creating a more organized, ordered list of points that represents the flow of your essay. When you have that in hand, you'll find that writing the actual essay itself is much easier. All right, let's talk about essay formats. Now, there are plenty of creative ways to structure your writing, as I'm sure you'll probably know if you've ever seen Memento or read House of Leaves. But when you're dealing with an essay on a test, it's often best to stick with a simple, time-tested format, both to compensate for your own limited time and as a courtesy to your teacher. As the author Walter Pock once wrote, instructors don't have time to treat each essay as a puzzle in need of a solution. Take the guesswork out of your essay. A good default format that does this is the five-paragraph essay, which consists of an introductory paragraph, three body paragraphs, though you can use more if you need to, and finally, a conclusion. Within this structure, there are several different methods that you can use to organize your points. The most popular is probably the decreasing importance pattern, in which your first body paragraph contains your strongest argument and the last one covers the weakest or least consequential. However, this pattern isn't always the right one to use. For example, if you've been asked to summarize an event, then it's probably best to go in chronological order. And likewise, if you've been asked to write the word potatoes 600 times, then you should probably do that. In short, use the prompt as a guide for choosing the pattern that you're going to use. Now, going back to that idea of taking the guesswork out of the essay, let's talk about the introduction. In most contexts, an essay has to earn its audience. That's why it's usually a good idea to start with a hook, something designed to grab the reader's attention and draw them in. You might use a quote or an interesting statistic or sometimes even a story. But when you're answering an essay question on a test, you've got a guaranteed audience, namely your teacher. And when you're writing for an audience that you know, you can write with their needs in mind. So the question is, what are your teacher's needs? Well, number one, your teacher is looking to get through your essay as quickly as possible because he's got dozens of others to grade, and number two, he's looking for a solid understanding of all the points that were asked for in the prompt. And here's the thing, a clever introduction doesn't really serve either of those two purposes, and it also wastes your precious time during the test. So unless you think it's absolutely necessary, I say just jump right into the thesis statement instead. Now, when you write that thesis statement, there is one big thing that you need to make sure you avoid, and that is blatantly restating the prompt. What do I mean by that? Well, say you're faced with a prompt like this. Explain the tactics used by Genghis Khan against the Khwarezmian Shah's armies that allowed for his victory in 1221. With a prompt like this, your teacher is almost guaranteed to get a ton of essays from your classmates that all start virtually the same way. The tactics used by Genghis Khan against the Khwarezmian Shah included utilizing superior speed, et cetera, et cetera, et cetera. You get the point. This is boring, lazy writing. It literally grabs a phrase from the prompt and restates it verbatim, and you're better than that. So let's consider an improved way to do it. Genghis Khan's swift conquest of the Khwarezmian Empire in 1221 hinged on the use of several innovative tactics, chief among them being the constant utilization of superior speed and maneuverability. The Khan also subverted the Khwarezmian Shah's expectations by sending a force across the dangerous Chanshan Mountain Range in order to attack from a different angle, and dedicated another force solely to the task of hunting down the Shah himself, forcing the Shah to continually flee and diminishing his ability to effectively command his forces. These tactics, in conjunction with a numerically greater force, allowed for a decisive Mongol victory that led directly to the destruction of the entire Khwarezmian Empire. This is the kind of introduction that covers what the prompt was asking for, but does so in a much more interesting way that demonstrates your ability to think and write independently. Speaking of writing and thinking independently, I love what the Harvard Writing Center has to say about the conclusion to your essay. So much is at stake in writing a conclusion. This is, after all, your last chance to persuade your readers to your point of view, to impress yourself upon them as a writer and thinker. With that being said, want a way to leave a really weak impression with your reader? Well, if you do, and you're in the market for sabotaging all of your hard work, then just do what all of the other study skills, books, and websites that I came across seem to be recommending. Just blindly restate your points in the conclusion, summarize them, and call it a day. I'm kidding, don't do that. Instead, synthesize. Find a way to tie everything together. Here's how I might end that essay about the Mongol tactics. As countless military conflicts throughout history have demonstrated, numerical superiority is not always a perfect predictor of victory. Hannibal's victory over the Romans at the Battle of Kini is a perfect example. However, Genghis Khan's use of speed, surprise, and unrelenting aggression towards the Shah gave his forces an unbeatable edge. The Khwarezmian Empire, with its more settled ways and reliance on fortifications, was unable to adapt. All right, so let's quickly recap. To make sure that you write the best essay possible on your next test, first start with an outline. Get really, really familiar with the prompt, know exactly what it's asking for, and then use that two-stage outlining process to create a plan so you know that you're going to hit every single point. Next, follow a standard essay format, like the five-paragraph essay. Don't make your teacher work more than they have to. Third, get right to the point. Don't waste time on a clever introduction. Fourth, don't restate the prompt in your introduction. Instead, write an interesting thesis statement that covers the prompt, but in your own words. And finally, ensure your conclusion synthesizes everything you've written. Avoid simply summarizing your points, especially since your essay is probably a short one. Now, in addition to keeping these points in mind, always seek to ensure that your essays are logical and thorough, but that they are also concise and don't waste words. As the author William Strunk wrote in The Elements of Style, vigorous writing is concise. This requires not that the writer make all his sentences short, or that he avoid detail and treat his subjects only in outline, but that every word tell. Now, when it comes to doing well on tests, whether they're full of essays or other challenges, one of the best tools in your arsenal is your ability to think critically and to analyze the problems facing you from all sides. And if you're looking for a great way to improve those abilities, you should check out Brilliant. Brilliant's library of courses helps you become a better thinker and develop your intuition by immediately challenging you with interesting problems, rather than focusing on rote memorization and passive delivery. If you're looking to become an all-around better thinker, a great place to start would be their logic course, which will solidify your ability to think ahead and avoid common logical fallacies. Or if you're interested in gaining a greater understanding of math and science, check out their courses on probability, calculus, astronomy, algorithms, and many, many more. Throughout all of Brilliant's courses, you'll be faced with challenges that enable you to learn as efficiently as possible. And when you need help, you'll have access to their extremely detailed wiki, as well as an active community of thousands of other learners. To start learning for free, head on over to brilliant.org slash Thomas Frank, which you'll find in the description down below. And if you're among the first 83 people to sign up with that link, you'll also get 20% off of your annual subscription. Big thanks to Brilliant for sponsoring this video and helping to support this channel. And as always, guys, thank you so much for watching. And thank you so much for one million subscribers. The channel just recently passed that threshold. And to be honest, I'm still kind of processing it, and it's freaking awesome. And hopefully, if I have anything to say about it, the best on this channel is still yet to come. So if you enjoyed this video, hit the like button, get subscribed so you don't miss out on future videos, and you also might wanna grab a free copy of my book on how to earn better grades right there. Lastly, you can check out our latest podcast episode right around here, or watch one more video on this channel by smashing your face into your phone, as always, right there. Thanks for watching, and I'll see you next week.

Friday essay: ‘I know my ache is not your pain’ – disabled writers imagine a healthier world

Creative Writing Lecturer, The University of Melbourne

Disclosure statement

Andy Jackson received funding from RMIT University under their Writing the Future of Health Fellowship.

University of Melbourne provides funding as a founding partner of The Conversation AU.

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There are many reasons why I shouldn’t be here. If you’d shown my ten-year-old self my life as it is now, he’d have been stunned, mostly because he half-expected an early death. My father, who had Marfan Syndrome , the genetic condition I have, died when he was in his mid-40s, when I was two, and the conventional medical wisdom of the time was that this was normal, almost expected.

Marfan is known as a “disorder of connective tissue”, meaning numerous systems of the body can be affected – the connective tissue of the heart, joints, eyes are liable to strain or tear. In my teens, I had multiple spinal surgeries, but there was always the spectre of sudden aortic dissection: a potentially life-threatening tear in the aorta, the body’s largest blood vessel. Like walking around under a storm cloud, never knowing if or when the lightning would strike.

If you’d shown my 20-year-old self my life now, he’d have said, well, I’m not disabled, not really, I mean, I’m not disadvantaged by my body, there’d be other people who really are. At that age, I felt profoundly stigmatised, faltering under the weight of other people’s intrusive attention, a different kind of lightning, that kept striking.

My sense back then was that disability was about impairment. They use wheelchairs. They’re blind or deaf. They’re intellectually disabled. Not me. I just had a differently shaped body, which was other people’s problem, not mine. As if I could keep those things discreet.

Back then, in the films, television dramas and books I consumed, there were disabled characters, invariably marginal or two-dimensionally pathetic or tragic. Their existence was functional, a resource to be mined. Their bodies were metaphorically monumental, looming over the narrative, yet somehow hollow, without the fullness of agency. I certainly didn’t know any disabled authors.

This is an edited extract of the Association for the Study of Australian Literature Patron’s Lecture, delivered at UniSA Creative’s Finding Australia’s Disabled Authors online symposium on Wednesday 25 September.

Becoming a writer within a community

My 35-year-old self would mostly be surprised at the distance I’ve travelled as a writer. From open mic poetry nights in Fitzroy and Brunswick, via publication in photocopied zines and established literary journals, onto my first book of poems (then more), grants, residencies, a PhD in disability poetics, the Prime Minister’s Literary Award for Poetry – and now teaching creative writing at the University of Melbourne.

These, of course, are only the outward markers. What’s most potent for me is the sense that, in spite of my ongoing sense of dislocation and marginality, I do belong within a net of support and meaning-making.

I’m part of a community of poets and writers. A community of disabled people and people with disabilities, people who know chronic illness, the flux of mental health, who know what it’s like to be othered. I also live as a non-Indigenous person on Dja Dja Wurrung country, whose elders have cared for their land, kept culture alive, and resisted colonisation and its brutal extractions.

An awareness of where we are situated, a felt sense of relationship with others like and unlike us, a consciousness of the histories and political forces that shape us, a hunch that our woundedness is not separate from the woundedness of the entire biosphere: none of this just happens automatically, though it emerges from a very subtle inner resonance.

It has to be attended to, nurtured with curiosity and empathy, within a community. Because disability – as a socially-constructed reality, and as an identity that is claimed – is not essentially a category, but a centre of gravity every body is drawn towards.

This may not be the conception of disability you’re used to.

Disability as human experience

The social model of disability is the idea that what makes someone disabled are the social, political, medical, institutional, architectural and cultural forces and structures. Stairs (for people using wheelchairs) and stares (for those who look, or move, or talk in a non-normative way, where normal is a kind of Platonic abstraction of what humans ought to be).

But disability is also a fundamental aspect of human experience, with its own magnetism or impersonal charisma. Disability is an unavoidable bedrock of being alive.

There is a tension here, of course. Between disability as a dimension of discrimination, which creates barriers we want to dismantle, and disability as an inherent aspect of an embodiment that is precarious, mortal and relational.

I am here because some of the barriers that impeded me have been, if not removed, then softened, weakened. Shame, stigma, an internalised sense of being less-than, abnormal, sub-normal: these things are being slowly eroded. Not, fundamentally, through any great effort on my part, but through the accumulated efforts and energies of communities that have gone before me, and that exist around me.

How can we best flourish?

In late 2021, the Health Transformation Lab at RMIT University announced their Writing the Future of Health Fellowship . The successful writer would be paid for six months to work on a project of their choice. The call for applications emphasised innovation, creativity and collaboration. It invited a Melbourne writer to address the question: what does the future of health look like?

I proposed a collaboration: an anthology of poems, essays and hybrid pieces by disabled writers. It will be published next week, as Raging Grace: Australian Writers Speak Out on Disability .

I applied for the fellowship less than a year after the devastations of Australia’s Black Summer bushfires of 2019. Loss of lives, homes and livelihoods. Billions of animals dead or displaced. Smoke blanketed the sky and the trauma of it blanketed our lives. Then came COVID-19, which would kill millions worldwide. Its overwhelming burden was on poor and disabled bodies.

In Australia, 2020 was the year of lockdowns, social distancing and mask mandates, then vaccination, hope, resentment, disinformation, fear, fatigue. Quite quickly, it seems in retrospect, the talk was of “opening up”, “learning to live with it”. “The new normal” switched to “back to normal”. Everything felt scorched, fraught, ready to ignite again.

Those of us with experience of disability, neurodivergent people, those who live with chronic illness, depression, anxiety, trauma (I could go on) – we have unique and profound expertise on what health actually is, in the deepest sense, and what kind of environments allow us to survive and flourish.

The future of health, for all of us, I felt, depended on the health systems and the wider society being diagnosed by disabled people. It depended on us being integrally involved in imagining genuinely therapeutic futures.

‘An almost utopian daydream’

My fellowship pitch was an almost utopian daydream: collective empowerment and imagination in an era of crisis, precarity and isolation. What the project required was a community: diverse and open to each other.

I wanted a range of personal and bodily experiences, places of residence, cultural backgrounds, genders, sexualities and ages. In the end, a collective of 23 writers coalesced – poets, essayists, memoirists, thinkers, activists and community workers, but, above all, writers.

All of us in this project have first-hand experience of disability, neurodivergence, chronic pain and/or mental illness. The labels mean something, but we’re much larger than them. Men, women, non-binary folk; people of varying ages and cultural backgrounds, some First Nations, most not; queer, straight, cis, not; shy, vociferous, uncertain, confident, tired, in flux. People from many different corners of this continent.

Throughout 2022, we met in person and online. I called these meetings “workshops”. We looked at poems and essays together, thinking through the music and the bodily energies of the language. But these were really conversations: minimally guided, intensely honest and free-flowing conversations about what we have experienced, and what we know about how society creates and exacerbates disability.

We diagnosed the systems (health, bureaucratic, economic), and daydreamed utopian and practical therapeutic futures. In the process, across our diverse experiences, resonances and affinities sparked. Two people (or sometimes three or more) would begin to wonder what it might be like to write together with another particular person, around a certain theme or idea.

We wrote about the wild liberation of wheelchairs, the claustrophobia of shopping centres, the dehumanising tendencies of hospitals. We riffed on shame, ambivalence, love and sensitivity. We speculated about a future where consultancies run by people with autism and disability would help non-disabled people amplify their otherness, rather than the other way round. We interrogated the history and future of medical research. We thought together about racism, misogyny and eugenics. We sat beneath trees.

Sensitive listening and speaking

Every collaboration, for us, was a painstaking exercise in listening and speaking. This unpredictable, uncontrollable, expansive process determined both the process and the outcome. It was shaped by the energies each writer brought to the encounter, which were in turn shaped by preoccupations, traumas, aspirations, sensitivities, aesthetic inclinations and curiosities.

The most subtle, unforced collaborations sometimes resulted in poems in one coherent voice. The most intense, difficult collaborations sometimes led to two-column poems, with stark white space between them. This is as it should be. In any conversation, a burgeoning intimacy often makes our differences both more apparent, more significant, and yet also a little less obstructive.

I know my ache is not your pain, which is not their suffering. Why do I think myself alone? I am trying to quieten this murmur in my bones, so I can listen. – Gemma Mahadeo & Andy Jackson, from the poem Awry

In one collaboration, thinking of a spine that is not straight and a sexuality that is not straight, thinking of how we navigate public spaces differently and yet similarly, we each wrote a few lines of poetry each, until we had what felt like an entire poem. We then embarked on a process of editing, each time removing those elements of the piece that made it seem like two distinct voices. Our voices almost merged.

I extend my hand-cane hybrid towards the ground in front of me like a diviner – this path, this body, not the only crooked things… We yearn for the possibilities of another city, another body as we fall, knee-first onto the blunt fact of queer promise. – Bron Bateman & Andy Jackson from the poem Betrayal

In another collaboration, I was aware the other writer had experienced traumatic abuse, so I soon felt that when writing together – in a way that would not just be respectful but useful, for us both and for the poem – our voices would have to be distinct.

To dominate or erase another’s words, even with good intentions or under some pretence of “improving the poem”, would have been precipitous ground. The poem we ended up writing together was composed of two parallel voices, two wings. The air around them, and between us, held us up.

Assure child they are not at fault.   Refuse to be absolved of blame. Find the subliminal rhymes.   Broken as open. Other as wisdom.

– Leah Robertson & Andy Jackson, from the poem Debris

Rigour and care

Each collaboration had its own particular questions and dilemmas. Each one required rigour and care, patience and courage. There were many awkward little stumbles and pauses. Yet the process was also profoundly liberating. It felt like someone had opened a window, so that a stifling room finally had air and outlook.

My sense, too, was that with the windows flung open, those outside our world could see in, might begin to more deeply appreciate the innumerable ways bodies are marginalised. That readers of all kinds would see their own predicaments connected to ours. Disability as one dimension of injustice, a dimension that reminds us of the ground we share, flesh and earth. Disability as gravitational force.

There is something in the collective political and social atmosphere that suggests collaboration, working together, especially with people outside our usual circle, is either anathema or too difficult.

Think of any of the crises that are front of mind at the moment – the dialogue around the Voice referendum and the fallout from its defeat , the fraught process of ensuring a just transition away from fossil fuels , the long histories and cycles of war and revenge across the globe. You could even include your own intimate cul-de-sacs of unresolved conflict.

Corporate tech algorithms amplify our tribal attachments, assume and encourage our binarism, our quick, unthinking reactions. The blinkers are on, and are being tightened.

This is not, to state the obvious, desirable or in any way sustainable. Perhaps this is why, in the last five to ten years, there has been an increasing number of collaborative writing projects. Against the tide of hesitation and mistrust, a felt need to work together, within and across identities.

I’m thinking of Woven , the anthology of collaborative poetry by First Nations writers from here and other lands, edited by Anne Marie Te Whiu. John Kinsella’s careful and ethical collaborative experiments with Charmaine Papertalk-Green, Kwame Dawes and Thurston Moore.

Then there’s Audrey Molloy and Anthony Lawrence’s intensely lyrical and sensitive conversation in Ordinary Time . And Ken Bolton and Peter Bakowski’s four recent collaborative books , which contain an array of darkly humorous fictional and fictionalised characters. This is only the poetic tip of the iceberg of recent collaborations.

Writers are one group of people who are tuning in to the need to go beyond the isolation or echo chambers. They know that the stories we are told – the need to be self-reliant and independent, the impetus to be suspicious of the other, or even that sense of inferiority that makes us feel disqualified from contributing – aren’t carved in stone. Or if they are, the persistent drip and flow of water can do its liberatory, erosive (and constructive) work.

We have, after all, only survived as a species and as communities through collaboration and mutual support.

Of course, we know there are countless collaborations currently being orchestrated by malicious agents: fascists, racists, misogynists, cynical corporate shills astroturfing against essential urgent climate action, even (to some degree) the reflexive social-media pile-ons. People are always working together in some way, deeply connected and inter-responsive. Collaboration in itself is not some utopian panacea.

Disabled collaboration

So I want to suggest that only a particular kind of collaboration can be properly transformative, humanising and grounding. It’s a collaboration of deep attentiveness and mutual exposure: a way of being together in which we set our certainties and fears aside, to be present to the other, to allow the other to be themselves, and to be open to the otherness in ourselves, an encounter which sensitises us to the complexities and bodiliness of injustice.

Let’s call it disabled collaboration.

Let me explain. As a disabled person, you are constrained, walled out of important social spaces: there are only steps into the workplace, the performance isn’t translated, or the shop is non-negotiable sensory overload. Even if you do manage to enter these spaces, it is made clear to you that you don’t really belong. They might stare at you, or signal their discomfort with silence or overcompensation. (And, yes, the shift to second-person is deliberate.)

Unless you give up – and which of us would not admit to giving up sometimes, or in some part of ourselves? – you spend a lot of energy proposing, asking, suggesting, pleading, demanding. You know what you need to be able to live a life of nourishment, connection, pleasure. You speak, in your own voice, out of your particular situation, from across the barriers.

Perhaps disability is really essentially about this giving voice. About constantly having to express what is unheard – or perhaps sometimes unhearable – by the broader society.

This isn’t about transmitting thoughts or ideas. This is essentially a cry for connection, for help. For solidarity, allyship, change. What you’re after is collaboration: two or more people bringing their resources to bear upon a human situation, which may have fallen heavily on one person, but hovers over us all. Disabled people know this territory intimately. We regularly share much-needed information, resources, concern and time with each other.

This kind of collaboration, by definition, cannot assume an equality of voice, mode of operation or capacity. It is predicated on learning about difference and then responding to it: whether through listening, care work, protest or support.

This collaboration acknowledges and resists disadvantage, isolation and enforced voicelessness. It’s the kind of orientation towards another person that, I want to suggest, is exactly what might help us respond properly to the multiple, intersecting crises we find ourselves in.

It’s a listening not only to the concerns and experiences of the other, but an ambition to adapt to their particular way of expressing themselves.

To be clear, I’m not saying disabled people have any special talent for collaboration. We can be as bitter, isolationist, selfish or stubborn as any non-disabled person. In fact, there are aspects to being disabled that can encourage suspicion towards others, a scepticism that at times affords you the space to assess risk.

Can I trust this person with my needs, my life? It’s a caution that is understandable, and useful, but it can also keep us isolated. The cycle of othering depends on those othered doing some of the work, thinking this is all I deserve , or the perpetual doubtful thought of “maybe next time”.

On top of that, there are intersections of injustice that are particularly resistant. They don’t dissolve in the presence of collaboration, but require immense effort to shift.

In facilitating this project, I found that the most stubborn dividing factors were class and race. There are individualist, neoliberal dynamics at the core of funding guidelines and in our lives generally. Writing and publishing remain fields still dominated by white, middle-class connections and aesthetics.

When we sit down to write or work together, these things do not disappear. When writers are paid for their work, it does not mean the same thing for each person.

Throughout this project, I have asked myself a number of questions. How do I, as a funding recipient, ensure that my collaborators are not exploited or taken for granted? What assumptions do I carry, invisibly, about the merits of particular voices? Should I step back to give more space to Indigenous writers, culturally and linguistically diverse writers, queer writers? How do we speak together within a poem or essay in a way that reaffirms common cause without diminishing the very real differences?

These difficult questions have not been resolved. Still, their intractability really only reinforces my wider point. We need to engage together in a way that is predicated on difference, exposure, vulnerability and mutual support. If disability is the imprint or shadow of bodily injustice, then collaborating in a disabled way, consciously, can radically expand our understanding of our shared predicament.

What happens within the process of disabled collaboration is akin to the words in Sarah Stivens and Jasper Peach’s poem, Crack & Burn:

Different bodies with the same fears, different aches with the same stories Our brains tell us that we’re alone, but we know not to believe them … When we gather in numbers it’s impossible to feel less than because all I see – everywhere I look – is raging grace and powerful repose.

The experience foreshadows, in a small but potent way, the future we wish to live in.

What might disabled collaboration achieve? The poem Coalescent, written by Beau Windon, myself, Michèle Saint-Yves, Robin M Eames and Ruby Hillsmith, suggests a hopeful answer:

overturning the old regime of normalcy for something strange / / something glorious / / something new

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