In a now well-known TED talk, , learning experience designer Brooke Matson confronts the stigma surrounding attention deficit hyperactivity disorder (ADHD) that leads many to believe that people with ADHD cannot focus or finish a task. She reminds her audience that people with ADHD have incredible potential for creativity, innovation, focus, and motivation, and she reframes the diagnosis as a different, rather than disordered, way of thinking.
“[ADHD] is a terrible name,” said Matson, “and I believe we need to shift the narrative . . . from ‘disordered’ to ‘creatively superpowered.’ Once you know how the ADHD brain works, you’ll agree we need to embrace the potential—and the disruption—that ADHD thinking brings.”
How We Think About ADHD
ADHD falls under the broader umbrella of neurodivergence, a nonmedical term for those who possess distinctive brain characteristics that influence their cognitive processes. That is to say, their brains work differently from what is considered typical.
In the United States, about . Students with ADHD are at to be successful throughout their academic careers. Some theories about why students with ADHD struggle in traditional college settings include:
- On-campus environments are over-stimulating and do not allow students with ADHD enough time or room to focus
- Students on traditional college campuses often feel an
- Schedules and due dates are rigid
- Students with ADHD may not have learned the skills they need to cope with the neurotypical design of typical college campuses
Matson helps her audience realize that neurodivergence engenders diversity of thought, and that creating an environment that meets the needs of more diverse thinkers has positive results for all.
She explains that “ADHD means the audacity to challenge tradition and take risks; the drive to explore the unknown; and the hyper-creativity that generates new inventions, novel start-ups, works of art, and ways of thinking that benefit everyone.”
Benefits of Online Learning
There are many benefits of asynchronous online learning, and some are especially meaningful to students with ADHD because they can solve many of the difficulties such students often face in traditional college settings. Among other benefits, online learning offers:
- Time to Learn: Many asynchronous courses give students a full week to complete readings, work on assignments, and engage in discussions. Asynchronous courses also provide learners with the opportunity for breaks and the time to learn by repetition or by whichever method works for them.
- Flexibility: In an asynchronous environment, students often are not required to meet with large groups at a specific time. Studying online gives students more control over how and when they do their schoolwork, so they can adjust their learning to meet their particular needs and to limit distractions.
- Accessibility: Ҹ and other online programs follow a Universal Design for Learning framework, the goal of which is to ensure that classes are designed to be accessible for all students. There is a thoughtfulness behind the course design and a desire to meet the needs of neurodivergent and neurotypical students alike.
Limitations of Online Learning for Students with ADHD
While online learning can be a great support for some students with ADHD, it is important to remember that there can be drawbacks. Students should prepare to engage in their online classes with the following realistic expectations:
There will be distractions. While the distractions in physical settings are significant, the distractions in our own homes can be even worse at times. Students should set themselves up for success by using techniques and tools that are flexible enough to meet their needs but also rigid enough to avoid distractions.
As with any disability, ADHD affects each person differently, so students will need to engage in some trial-and-error to find the tools and strategies that work best for them. A few resources that students can employ include
- Guided notes
- Internet blocking sites
- Noise-cancelling headphones
- A virtual notebook like OneNote
- AI for breaking down instructions into smaller steps
- An accountability partner to keep you on track
Social connection is key. Like most other students, those with ADHD can benefit from the social aspects of a learning environment. In asynchronous online learning, fostering social connections can be more challenging, and it can be more difficult for students to ask peers for support.
Students should be intentional about engaging with the academic community and learning from their peers. Regular tutoring sessions, group chats, small group discussion boards, and other peer-connection opportunities are often available to help with this.
- Time management is essential. A relatively common academic accommodation for students with ADHD is flexible deadlines. While this is one of the benefits of asynchronous online learning, it can cause some students to fall behind if they do not have additional support to track projects to completion. Requesting check-ins and feedback on smaller pieces of an assignment can be extremely important to ensure students stay on track and meet their assignment goals.
Accessibility Services at UMGC
University of Maryland Global Campus (UMGC) is committed to providing an education that is accessible to all students. Those with disabilities who are protected under the Americans with Disabilities Act are provided with academic accommodations in a timely manner to remove barriers to education and ensure that they can access course materials and meet learning objectives.
When students with ADHD enroll at UMGC, they are encouraged to register with Accessibility Services to initiate the process of obtaining the accommodations they require and to find the additional support they may need.
However, even without these accommodations and support, the online learning environment at UMGC may meet the needs of students with ADHD.
Reference on this webpage to any third-party entity or product does not constitute or imply endorsement by UMGC nor does it constitute or imply endorsement of UMGC by the third party.
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