Why do students freeze, shut down, or become emotional in class, even when they have the skills to succeed? Emotional regulation shapes learning, motivation, and engagement. When students understand their emotions and feel supported, they are better able to manage stress, build positive relationships with peers and teachers, and learn in a stable environment.

In this webinar, we’ll examine through case studies and insights from neuroscience what blocks student progress and how educators, caregivers, therapists, and other adults can respond with practical, compassionate strategies. Participants will leave with tools to support emotional regulation and create learning environments that feel safe, supportive and effective.

In this webinar you will learn:

• Why emotions can block students’ abilities to utilize executive functions
• Why planners are not the most effective initial tool when supporting students with ADHD
• About strategies and tools that can be used to help students understand their emotions and monitor their emotional readiness to learn
• About approaches that parents and educators can use to support students who are often emotionally dysregulated

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

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ADDitude thanks our sponsors for supporting our webinars. Sponsorship has no influence on speaker selection or webinar content.

Obtain a Certificate of Attendance

If you attended the live webinar on March 18, 2026, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Emotions in the Classroom: Resources

• • • Free Download: Free SEL Program Comparison Tool
    • Read: The ADHD Misconceptions That Stifle Students
    • Read: The Key to ADHD Emotional Regulation? Cultivating Gratitude, Pride & Compassion
    • Read: Teaching Strategies for Students with ADHD: Ideas to Help Every Child Shine
      
      

Meet the Expert Speaker

Gena VanderMeulen, M.A. Ed, ACC, is an academic ADHD coach at the ADHD Center of West Michigan. She draws on more than 30 years of experience as a high school English teacher and specializes in supporting middle school, high school, and college students as they navigate academic systems, build confidence, and rediscover joy in learning.

Gena is a Certified Professional Academic Coach and an ICF Associate Certified Coach (ACC), and she holds advanced credentials in executive function, study strategies, and applied neuroscience. She also holds post-baccalaureate certificates from Landmark College in executive functions and supporting autistic students. Gena is currently pursuing a doctorate at the Bridges Graduate School of Cognitive Diversity in Education in Los Angeles.

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December 10, 2025

As a director of disability services in higher education, I am deeply troubled by the framing and assumptions of such services in “Accommodation Nation” an article recently in The Atlantic that positions college accommodations as a burden, casts suspicion on students with disabilities, and erodes decades of progress made by disability advocates who have fought for equal access to education.

Accommodations Are Not “Easily Gamed”

It’s true that the number of students seeking accommodations has risen over the years as rates of diagnosed ADHD, anxiety, and other conditions have increased. But this is because diagnostic tools have improved dramatically, leading to increased identification. Increased identification is not a sign of manipulation, as The Atlantic article insinuates. It is the result of better science and long-overdue recognition.

Yet articles like “Accommodation Nation” use these realities to cast doubt on students’ lived experiences. At my institution, students must go through multiple steps before accommodations are considered. They complete a detailed online application, provide documentation from licensed professionals that identify which major life activities are impacted by their condition(s), and outline specific functional limitations. I regularly follow up with providers to better understand the applicant’s diagnosis. Then I meet with the student to explore their needs, discuss barriers, and determine appropriate accommodations.

Free Guide: How to Get Accommodations in College

This is not a casual or “easily gamed” process, as The Atlantic suggests. It is a careful, legally grounded, individualized assessment rooted in education, awareness, and advocacy.

The Right to Education, Not Exploitation

What concerns me most about The Atlantic article is how it reinforces the false narrative that students with disabilities are inflating their needs or receiving unearned advantages. Disability services offices are not handing out “perks.” Rather, we are ensuring that students can access the same educational opportunities as their peers. That is the foundation of civil rights laws.

The disability rights movement began in the 1960s and, before that, many individuals with disabilities were banned from education altogether. Today, that access to education translates to employment, independence, and contributions back to society. Undermining accommodations threatens to send us backward at a moment when the Department of Education itself is being dismantled and national conversations around mental health, ADHD, and neurodivergence are already steeped in stigma.

Students with disabilities are not a burden. They are welcome at the table of higher education.

Read: 4 Hallmarks of ADHD-Supportive Colleges

Accessibility Is Not a Loophole

One in four Americans lives with a disability. At my small college, roughly 25% of students are registered with disability services; I suspect there are another 10% who would qualify, but choose not to come forward because of stigma. Smaller schools often attract students seeking supportive, high-touch environments, and many students come to our offices only after years of struggling without assistance. For some, college is the first time they have access to health insurance, counseling services, and the availability of diagnostic testing.

On that note, the Atlantic article also ignores pressing questions about youth mental health. Beyond increased awareness and better diagnostic tools, why are today’s young people experiencing higher rates of trauma  and mental health challenges? Could it have anything to do with the fact that today’s college students — who have grown up with active-shooter drills, unfettered access to largely unregulated social media platforms, and who are entering adulthood in an economically unstable, politically volatile, and rapidly changing world — have endured circumstances no previous cohort has faced?

Ultimately, “Accommodation Nation” fails to acknowledge that an increase in student support does not signal abuse. It shows that students finally feel safe enough to seek services to bolster their education. It signals progress. At a time when students with disabilities already navigate bias, skepticism, and physical and attitudinal barriers, we do not need narratives that delegitimize their existence or imply their success is suspicious.

We need investment, compassion, and the understanding that accessibility is not a loophole, but a civil right. We should be examining why students need support, not doubting whether they deserve it. We should be investing in and expanding accessibility, not undermining it. And we should be building universities that see disability not as an inconvenience, but as a natural and valuable part of the human experience.

Jillian Lillibridge Heilman, Ph.D., CRC, is a disability expert with more than 20 years of experience in disability education and advocacy. She is the Director of Student Accessibility Services at a small New England college and provides training to other colleges and private organizations that seek to better serve individuals with disabilities.

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One common and alluring trap that ensnares students with ADHD selecting prospective college: applying only to highly selective schools or to the colleges on their friends’ lists. Every student should strive to create a balanced list that includes “reach schools” (where admission is less likely but possible), “match schools” (where the student’s academic profile falls into the admission zone), and “likely schools” (where admission is probable). For students with ADHD, there should be another consideration: the depth and breadth of disability support services.

[Read: 4 Hallmarks of ADHD-Friendly Colleges]

In general, colleges fall into one of three support levels:

1. Accommodations Only

These colleges offer basic accommodations through a disability services office. Common supports include extended time on exams or priority seating in class. Students typically need to request accommodations at the start of each semester and may need to coordinate separately with each professor.

[Read: The College Survival Guide for Students with ADHD]

2. Service-Level Support

These schools offer services like executive function coaching, time management help, and academic advising. Some of them include these services in the price of tuition, while others charge an additional fee. Schools in this category include Curry College, Hofstra University, and American University.

3. Comprehensive Support

The most supportive college programs may include academic, social, and even career services. They usually require a separate application and limit enrollment. Schools with strong comprehensive support programs include the University of Arizona’s SALT Center, Beacon College, and Landmark College.

Best Colleges for ADHD: Next Steps

• Read: Questions to Ask Before You Choose a College
• Watch: College Accommodations for Neurodivergent Students
• Read: How to Succeed in College with ADHD – Evidence-Based Strategies That Work

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

October 17, 2025

This November marks the 50^th anniversary of the Individuals with Disabilities Education Act (IDEA), a landmark law that shapes the educational experiences of more than 7.5 million students with Individualized Education Programs (IEPs) across the United States.

In exchange for federal funding, states must provide students with disabilities a free and appropriate public education; the IDEA governs this and how an IEP (Individualized Education Program) is structured, built to address a student’s needs, and implemented in the classroom. Central to the IDEA’s effectiveness is federal monitoring of state compliance; however, that enforcement structure is now under serious threat.

Earlier this week, the Trump administration effectively killed the Office of Special Education Programs (OSEP) — an office within the U.S. Department of Education (ED) responsible for enforcing IDEA provisions and supporting families — by reducing its workforce to fewer than six employees, a 95% cut since the start of 2025.*

OSEP ensures schools follow the IDEA by setting policy, monitoring state compliance, investigating violations, and intervening when children with disabilities are not receiving their legally mandated services.

The Trump administration has long threatened to dismantle or drastically reduce the ED. Between layoffs earlier in 2025 and these latest cuts, the office that once held schools accountable is now unable to function.

[Quiz: How Well Do You Know U.S. Education Law?]

Importantly, the IDEA remains in effect. Your child’s IEP (Individualized Education Program) continues to be a legally binding document that must be implemented exactly as written and agreed upon. If you disagree with any aspect of the IEP, whether that’s the content or the procedures followed, you still have the right to challenge the district’s decisions or inaction through the administrative review process.

Additionally, Section 504 Plan protections still exist, and your state education agency is still obligated to ensure compliance. (A Section 504 Plan, which arises under a different federal law that bars discrimination against individuals with disabilities.)

However, without adequate staffing at the federal level, funding disbursements may be delayed, potentially causing states to face budget crises that leave them unable to pay service providers. The cuts may also halt investigations into complaints filed with OSEP and the Office for Civil Rights (OCR), which handles disability discrimination complaints under Section 504. If these offices lack the personnel to monitor state compliance with federal law, then enforcement becomes impossible, regardless of what the IDEA or Section 504 requires.

Caregiver Advocacy Tips

While these drastic changes and cuts are alarming, there are steps caregivers can take to protect their child’s services and stay informed about changes at the local level.

1. Gather information from your district. Contact your district’s special education office and ask whether it is anticipating any cuts to special education funding or staffing. Do not assume staffers will provide this information unprompted. Find Your Federal, State, and Local Representatives here.
2. Monitor services closely. Watch for personnel cutbacks, including special education teachers, related service providers, and paraprofessionals. Track any reductions in services or scheduling changes. Keep a log of anything that may not appear to be compliant with your child’s IEP or 504 Plan, and save all emails and communications about your child’s services.
3. Be proactive about IEP meetings. Do not wait for an invitation to an annual IEP meeting. Reach out two to three months before it is due to schedule, so that you have time to invite any outside providers or evaluators to the meeting. Remember that you can request an IEP meeting at any time if you have concerns about your child’s progress or services.
4. Build relationships. Federal policy can feel distant and abstract, but the teachers and providers working with your child every day are your partners. Connect with them regularly, not just when problems arise. Network with other parents facing similar challenges. Collective advocacy is powerful, and connecting with other families can provide insight into systemic issues in your district.
5. Learn your rights. Familiarize yourself with the IDEA and your state’s specific education laws. Review the procedural safeguards that your school is required to provide and keep them in a safe place so that you are prepared when you need them.

[Watch: “Are My Students’ ADHD Accommodations in Danger? Fallout from the Department of Education Changes”]

As the IDEA reaches its 50^th anniversary, the responsibility for protecting students’ rights has shifted even more onto the shoulders of parents and state agencies. Staying engaged has never been more crucial.

* On October 15, 2025  federal judge temporarily paused the Education Department’s decision to lay off nearly everyone in its special education division.

Department of Education Cuts: Next Steps

• Submit: Email your questions about IEP law and how DE changes might impact your child to customerservice@additudemag.com
• Download: Your Free Guide to the U.S. Education Laws Protecting Students with ADHD
• Read: 10 Myths About School Laws and Services for Students with ADHD
• Know: Your Child’s Educational Rights

The law office of Dominic Buchmiller, Esq., is dedicated to ensuring that every child receives the free and appropriate education to which they are entitled. Our mission is to advocate for students and families, securing the services and programming necessary for each child to hit their necessary milestones.

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

School accommodations unlock learning for many neurodivergent students. But when a child has ADHD and obsessive-compulsive disorder (OCD), certain commonly used accommodations may unintentionally trigger symptoms, and lead to harmful effects.

Here are several accommodations that should be carefully reconsidered when supporting a student with ADHD and OCD:

Granting extra time on assignments and tests.

This is helpful for students who struggle with processing speed and focus. However, students with OCD may use that extended time to check and recheck, reread and rewrite, and overthink their answers. In other word, they will fill the extra time for testing with compulsive behaviors.

[Get ADDitude’s Back-to-School Guide 2025]

OCD generally expands to fill the container it is given. Think of the classic OCD compulsion of handwashing. Without time restrictions on how long an individual can spend in the bathroom, the washing may take longer and longer. Time boundaries provide at least some limit to OCD behaviors.

Allowing a child to eat in a separate area.

Some neurodivergent students experience distraction and/or disgust in cafeterias, so their parents worry they won’t eat at school unless given this accommodation. When a child is allowed to eat in a separate lunch area at school, however, they become less willing to engage in public eating in general.

Children with OCD may benefit from being required to eat in a cafeteria, where they will be exposed to some of their triggers, such as fear of contamination, social challenges, and sensory experiences. Repeated exposure to OCD triggers can lead to desensitization over time, while consistent avoidance achieves the opposite. As educators and parent, we must be willing to allow our children to feel discomfort in the short-term so that they become stronger in the long-term.

[Self-Test: Avoidant Restrictive Food Intake Disorder (ARFID) in Children]

Allowing more time with a school counselor to talk about worries.

Sometimes, traditional therapy and school counseling techniques can exacerbate OCD symptoms. OCD treatment techniques are highly specific, and school counselors are seldom trained in this modality. Instead, the counselor may offer reassurance, anxiety check-ins, and other approaches that could fuel OCD behaviors.

No student should rely on their school counselor (or teacher) to regulate their compulsions and fears. OCD treatment involves allowing our children to feel anxiety and resist the urge to “fix” it (including by seeing the school counselor). OCD diminishes when a child no longer reacts to anxiety as though it were dangerous or disabling.

For children with ADHD and OCD, school accommodations must be thoughtfully considered. Generally, long-term accommodations are not recommended because they could lead students with OCD to become less resilient and more anxious over time.

Childhood OCD in School: Next Steps

• Read: OCD and ADHD – The Polar Opposites That Are Not
• Watch: “OCD in Children with ADHD – Navigating the Dual Diagnosis”
• Read: What if You Are Enabling Your Child’s Anxiety?

Natalia Aiza, LPC, is a therapist and parent trainer. She is the co-founder of Kairos Wellness Collective, an innovative therapy center that specializes in OCD and anxiety disorders.

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Use these 5 approaches to foster self-confidence and encourage independence in your stalled-out high school student. Start here.

Every child wants to do well — in school and in other parts of life. But children and teens with ADHD often struggle with the how. When these struggles add up, they can greatly affect self-esteem. Learn more.

Motivation for teens with ADHD shares an inverse relationship with criticism, executive function challenges, anxiety, and academic demands. As these increase, motivation decreases.

Building resilience in children with ADHD begins with this: identifying their islands of competence and celebrating their strengths at school and at home, says Robert Brooks, Ph.D. Learn more.

Executive dysfunction causes problems with planning, organizing, prioritizing, and sticking to a goal, among other challenges. It’s also a major reason behind motivation challenges in tweens and teens with ADHD. Read more.

Here, understand why the ADHD brain is tough to motivate, and how you can adjust your teaching and/or parenting accordingly. Keep reading.

Neurology shows that the ADHD brain is particularly sensitive to positive reinforcement and to punishment — insights that should influence parenting and teaching strategies. Read more.

“In the process of helping my son, I totally revolutionized the way I teach my own students — both the neurotypical and the atypical ones.” Read more.

“Lagging maturity, fewer social models, and weak executive functions mean that children with ADHD may struggle socially. The good news is that, like any other skill, social-emotional skills can be taught and improved.” Keep reading.

From smart social media use to careful questioning, here’s how parents can help boost a tween’s wavering confidence. Get help.

Social skills may not come naturally to kids with ADHD, who may seem bossy or oblivious, attract bullies, or hide in video games. Here’s how to help your child make friends (and keep them) this year.

Social-emotional learning activities and strategies for ADHD kids who struggle to make and keep friends — find them here.

Navigating social interactions requires various mental processes, or executive function skills. Deficits and delays in these skills – which I refer to as social executive function skills – are common in ADHD, and they explain many of our kids’ problems in the social realm.

Q: “As a teacher, how can I encourage my students to be supportive of their fellow classmates with ADHD? An inclusive classroom environment with peer kindness is my goal.” Read the answer.

If your child has ADHD, you know that “mean teachers” are rarely cruel on purpose. But sometimes their lack of knowledge and training on ADHD means that they have expectations — and comments — that are wholly inappropriate and/or unhelpful for our kids. Here are the 9 that I remember most clearly.

School refusal, also called school avoidance, is a serious matter. An acute case can last from two weeks up to a year; a chronic case might persist for a year or two. Learn more.

“Growing up with undiagnosed ADHD, I was repeatedly labeled… Lazy. Unmotivated. Smart but slacks off. Careless. Indifferent. Clumsy. Forgetful. Distracted. Sloppy. Listens but doesn’t follow directions. Doesn’t listen. Won’t listen. Stubborn.” None of them were true.

The best way to help a teen develop a positive, healthy mindset about their self and their future is to be present – and patient. Learn more.

Daily challenges and corrections at school can demoralize a child and trample her confidence over time. Here, learn how to end this negative cycle and improve your child’s self-esteem in the classroom.

Chronic stress at school can make kids (particularly those with ADHD or LD) dread going — and change their brains for the worse. But parents and teachers can help alleviate the stress that is stopping these bright kids from succeeding. Here’s how.

Your child’s bad behavior is not personal. Make ADHD the enemy; not your child. Catch your child being good every day. Stop blaming others. And other rules for parenting a child with ADD that every family needs to hear.

Spare your family daily drama and fights by following this homework system designed for children with ADHD and learning disabilities. Learn more.

Reading is a challenging way for a person with ADHD to learn information. Reading is passive. It’s like learning to play basketball by watching your coach play.

A dialogue journal is a blank book, usually kept in a designated space, that a teacher and student can use to correspond back and forth. Learn how it works.

If your child is too tired or frustrated to finish his homework, let him stop. And more advice from a seasoned educator.

Write notes on the right two-thirds of the page and create summary questions on the left side. Get more pro tips.

Math and writing require rock-solid executive functions, a source of immeasurable frustration for many students with ADHD. Here, learn helpful techniques and strategies.

Research suggests that the soundtrack to your child’s homework should comprise these 21 songs, proven to change the electromagnetic frequency of brain waves for optimal focus. Get the list.

Executive dysfunction commonly plagues children with ADHD at school and at home, impacting their working memory, ability to prioritize and organize, and sustained attention, among other things. Measure your child’s executive function with this tool.

Use these strategies for managing negative ADHD behavior in the classroom — and teaching students better skills for the long run. Get started.

Get ideas for soothing, effective fidgets for students with ADHD who focus best when they are chewing, squeezing, picking, or — yes — spinning. Reader recommendations.

Music stimulates the release of dopamine, which regulates motivation, working memory, attention, and focus — all needed for tackling homework — and often in short supply for people with ADHD. Learn more.

This is actually not the most effective way to help those of us with ADHD reliably and consistently do what we need to do. Here, learn why — and what to do instead.

To follow directions, students with ADHD must hear and understand classroom instructions. Use these teacher strategies for simplifying complex tasks with verbal and written guidance.

“Hyperactive children… are kinesthetic learners. That’s not a bad thing. It’s an opportunity for you to introduce fresh methods into your educational routines that address that learning style.” Susan Saurel, guest contributor

ADHD in the classroom is easy to mistake for carelessness, defiance, laziness, or a learning difference. Here are the 7 ADD symptoms that educators seldom recognize at school — and solutions for each.

Reasoning with dysregulated, angry kids in the middle of a breakdown is practically impossible. The best approach in the moment is to stop the meltdown from escalating, and to reduce their severity and frequency over time. How to do that.

“Defiant behavior is simply a response to a child’s lack of skills — that is, when a child feels incapable of responding to a specific expectation, he’ll lash out, push back, or melt down.” — Ross W. Greene, Ph.D.

Children with ADHD experience the same emotions as do other children, but their feelings are more frequent, intense, and longer-lasting. Because the underlying brain mechanisms that help manage emotions are affected by ADHD, emotional regulation development is delayed. Learn more.

These back-to-school supplies for students with ADHD — such as erasable pens, highlighter tape, wiggle seat cushions, and more — improve focus, organization, and classroom engagement. See the list.

This gives kids with ADHD a sense of being in control of their day. Provide advance notice of any changes to the usual routine. More strategies for promoting emotional control.

Aim to meet your child where they fall in terms of executive functioning and emotional maturity with the intention of helping them develop those skills. Here’s how.

Weak working memory impairs a child’s ability to follow multi-step directions, tap into old information, or quickly recall lessons. These 15 exercises and strategies can help.

Research shows that students with ADHD don’t need to study harder or longer to conquer exams — they just need to study differently. Here’s how.

Improve working memory in children with ADHD by using these 10 exercises that lighten the mental load by externalizing reminders.

Repetition can improve working memory. It even helps to pair an action or movement with a word or phrase. Learn more.

Stimulating the olfactory nerve produces dopamine, which the ADHD brain craves. Learn more.

“Executive age” refers to a person’s age based on how his or her brain is working. Individuals with executive functioning challenges are, on average, approximately 30 percent behind their peers in executive age. Learn more.

What might look like “selective hearing” is really the brain’s inability to solidify and hold on to information. When you are telling your child something you want him to do later on in the day, he is hearing you… at that moment. He’s just not remembering later on.Learn more.

Reliable schedules for mornings, after school, and bedtime make a tremendous difference in setting expectations, building good habits, and improving ADD-related behavior. Use these recommended templates.

What are the components of a good school planner? Find out here.

There’s no better time than now to work out new school systems and schedules. And that includes getting familiar with a few apps that help to improve time management, focus, and productivity. What are your favorites?

Calendars offer multisensory learning opportunities by being visual records of activities that you and your child write down and cross off, and they prompt auditory reinforcement as you talk about the day’s events. Get more organization tips.

Use this free guide to tackle common trouble spots, from waking up in the morning to going to bed at night. You can make your own routine or adapt the included sample routine to your family’s needs. Get this resource.

Digital clocks present time as a static present-tense thing, greatly affecting kids’ ability to conceive of and gauge time. Analog clocks show that time moves — and let a child know where she stands in relation to the rest of the hour or the rest of the day. We need to reintroduce analog clocks so children can “see” time and learn to place events in context. Learn more.

Transitioning from a hyperfocused, high-dopamine-reward activity to a lower-dopamine one requires a lot of impulse control, emotional regulation, and metacognition. These skills do not come naturally to ADHD brains, especially developing ones, so start by creating and following schedule. Learn more.

Motivation plays a significant role in teens’ behavior, but it’s important to recognize that some behaviors reflect a skill weakness rather than a lack of motivation. To evaluate weaknesses in your teen, be aware of his capacity to engage in effortful mental tasks. Learn more.

The positive effects last for two to three hours after exercise — attention is improved, memory is enhanced, and the endorphins released during physical activity decrease levels of stress and anxiety. Learn more.

Executive functioning skills power our daily functioning, future planning, and mental/physical health. Here, learn how to improve core EFs through recommended activities, exercises, and games.

Productivity gurus agree that the Eisenhower Matrix is a simple yet powerful way to set priorities and to focus your time and energy on what matters most. The matrix is divided into four quadrants according to two attributes: urgency and importance. Learn more.

Triaging a to-do list rarely comes naturally, but it’s learning how to prioritize is a skill that can be taught. Follow these steps to get started.

Executive dysfunction is ubiquitous in children with ADHD, which helps to explain why so many students with attention deficit are reprimanded for forgotten homework, disorganized projects, running out of time on tests, and more. Learn more.

A 7-year-old with ADHD has the executive functioning skills of a 4- or 5-year-old. A 13-year-old’s EF age is between 10 and 11. Your expectations for your child need to align with their EF age, and your strategies for scaffolding probably need to change accordingly. Learn more.

IEPs are protected by law, as spelled out in IDEA. So long as IDEA law remains intact, the rights of students with disabilities to IEPs will remain protected. However, the Department of Education is the primary watchdog for both IDEA and Section 504, so enforcement of IEP and 504 Plan violations could be impacted by recent cuts. Learn more.

We asked a panel of veteran teachers to share teaching strategies and classroom accommodations that had made a real difference in the lives of real students with ADHD and learning differences. Here are some of their favorites…

ADDitude readers share the school accommodations — plus crafty IEP tips and tricks — that help their children manage ADHD symptoms and stay focused, happy, and academically & socially successful. Get the list.

Impulsive behavior. Incomplete homework. Inconsistent focus. Whatever your child’s school challenges, these teacher-approved accommodations can put some real muscle behind his 504 Plan and put the attention back on learning. Get started.

Try this simple project to cultivate a classroom culture where individual strengths and needs are normalized, not stigmatized, and where students of all abilities feel comfortable advocating for the supports they need to thrive. Get started.

The easiest way to think about the differences between an IEP and a 504 Plan is that, if a student needs accommodations only in a regular classroom, he will generally get a 504 Plan. If the student needs special education services outside of a regular classroom, he will qualify for an IEP. Learn more.

IDEA regulations issued by the U.S. Department of Education in 1999 make it clear that attention deficit hyperactivity disorder (ADHD or ADD) is included in the list of “other health impairments” that could render a child eligible for special education services in an IEP. However, not all children with ADHD qualify for an IEP. To qualify, the ADHD must adversely affect a child’s educational performance. Students who do not meet the criteria spelled out by IDEA may still qualify for help under SECTION 504 of the Rehabilitation Act of 1973, also known simply as “Section 504” or “a 504 Plan.” Learn more.

Typing and handwriting lecture notes are equally effective methods for helping students with ADHD learn and recall information presented in class, and each one is far superior to taking no notes, finds a new study conducted by researchers at Indiana University. In addition, researchers found that both slower handwriting speed and worse sustained attention were related to higher ADHD symptoms.¹

In the study, 152 college students (46 with an ADHD diagnosis, 105 without) were divided into three groups: one cohort was instructed to handwrite notes, one was instructed to type notes, and one was instructed not to take notes. The students then watched a 15-minute TED talk and were given a free response quiz with no opportunity to review their notes. In addition to grading the assessment, researchers measured the participants’ handwriting speed, typing speed, fine motor dexterity, sustained attention, and severity of ADHD symptoms.

The learning benefit associated with both handwriting and typing notes was greater for students with higher ADHD symptom severity, causing researchers to conclude that, “active notetaking facilitates significant encoding gains in individuals with higher ADHD symptoms, critically suggesting that not taking notes is especially detrimental for those with higher symptoms.”

Challenges of Note Taking with ADHD

Previous research has demonstrated that students with ADHD face considerable challenges taking effective notes because of issues with working memory, transcription fluency, handwriting speed, and listening comprehension.^{2, 3}

Because of this, many postsecondary students with ADHD receive academic accommodations that allow them to receive copies of notes, either from a designated notetaker, a speech-to-text software, or an artificial intelligence note-taking program.

While notetaking accommodations offer students with ADHD access to good, quality notes they might not be able to produce themselves, the process of note-taking itself offers benefits that student with notetaking accommodations may be missing, the study’s researchers explain.

“The in-the-moment, active process of transcribing lecture information via notetaking facilitates learning, independent of studying, coined as the encoding effect,” ⁴ write the study’s authors. “It is theorized that encoding benefits arise from the sensorimotor engagement notetaking affords through transcription, as well as the cognitively demanding nature of the notetaking process.”

The study’s authors point out the dearth of research exploring whether notetaking accommodations actually reduce academic impairment related to ADHD, and they urge educators and providers supporting students with ADHD to consider that, “not taking notes may prevent individuals with higher ADHD symptoms from benefiting from initial learning gains active notetaking affords.”

Handwritten and Typed Notes Equally Beneficial

While notetaking’s cognitively demanding nature is precisely what gives rise to its benefits — including helping students with ADHD sustain attention — it is also why students with ADHD avoid or struggle to take notes.

Susan Kreuger, M.Ed., offers more detail about why notetaking is so taxing, in an ADDitude article titled “Notes on Taking Notes:” “Taking notes should be more than writing down information as a teacher is lecturing. A student needs to pay attention and try to understand what the teacher is teaching. He should be able to distinguish the big picture from insignificant details.”

For some, notetaking is particularly draining because of its fine motor demands. The study found that students with ADHD exhibited slower handwriting speeds than did neurotypical students, which slowed their transcription speed. By contrast, no differences in typing speed were found between the ADHD and non-ADHD groups.

The researchers urge students with handwriting challenges to explore the use of a keyboard which, “may free up cognitive resources during the notetaking process and provide opportunity for in-the-moment encoding benefits.”

Sources

¹Shimko, G. A., & James, K. H. (2025). The effects of notetaking modality and symptoms of attention-deficit/hyperactivity disorder (ADHD) on learning. Educational Psychology, 1–20. https://doi.org/10.1080/01443410.2025.2493257

²Vekaria, P. C., & Peverly, S. T. (2018). Lecture note-taking in postsecondary students with attention-deficit/hyperactivity disorder. Reading and Writing: An Interdisciplinary Journal, 31(7), 1551–1573. https://doi.org/10.1007/s11145-018-9849-2

³Gleason, J. D. (2012). An Investigation of the Note-Taking Skills of Adolescents with and without Attention Deficit Hyperactivity Disorder (ADHD): An Extension of Previous Research (Doctoral dissertation, Columbia University).

⁴Di Vesta, F. J., & Gray, G. S. (1972). Listening and note taking. Journal of Educational Psychology, 63(1), 8–14. https://doi.org/10.1037/h0032243

The Trump administration said it plans to dismantle the U.S. Department of Education (DoE), the federal agency responsible for enforcing the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act (Section 504), and the Americans with Disabilities Act (ADA). About 7.5 million students from kindergarten through grade 12 receive special education and related services under the IDEA, and nearly 2 million others receive accommodations through 504 Plans.

IEPs are protected by law. As long as the IDEA remains intact, the rights of students with disabilities to IEPs will remain protected. However, the DoE is the primary watchdog for both IDEA and Section 504, so enforcement of IEP and 504 Plan violations could be affected.

Though no IEPs and 504 Plans exist in higher education, both Section 504 and the ADA prohibit discrimination from colleges and universities, and require covered institutions to provide accommodations that will allow students with disabilities to compete on a level playing field.

Parents and educators are worried and asking: What happens if plans to restructure or eliminate the Department of Education are successful?

In this webinar, you will learn:

• About the role of the Department of Education as it relates to special education and higher education issues, with a focus on IEP and 504 Plans for students with ADHD and learning disabilities
• How the Trump administration’s DoE developments would likely or potentially impact students’ accommodations
• How IEP and 504 Plans would be enforced if the DoE is eliminated
• About the recourse parents would have if IEPs or 504 Plans were not followed
• How parents and teachers can advocate for their children during this tumultuous and uncertain time

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

Download or Stream the Podcast Audio

Click the play button below to listen to this episode directly in your browser, click the symbol to download to listen later, or open in your podcasts app: Apple Podcasts; Audacy; Spotify; Amazon Music; iHeartRADIO

ADHD Accommodations and Educational Rights: Resources

• Free Download: Your Child’s Legal Rights at School
• Read:  “Is My Child’s IEP in Danger?”
• Read: When Schools Resist Evaluating & Addressing Learning Disabilities
• Get the eBook: The Complete IEP/504 Guide

Obtain a Certificate of Attendance

If you attended the live webinar on April 23, 2025, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet the Speaker

Mary J. Goodwin-Oquendo, Esq., is an established and respected disability civil rights attorney and adjunct professor of law at Fordham University School of Law. Her passion for disability advocacy was ignited when she was a child and witnessed how hard her mother had to fight to make sure that her younger brother received appropriate special education placement and services. Mary was later diagnosed with a disabling chronic condition as a young adult, so she understands the importance of accommodations and equal access in post-secondary and professional settings, as well as the unique challenges that people with “invisible disabilities” face when asserting their rights.

For more than 15 years Mary has advocated for individuals with cognitive, physical, and psychiatric disabilities who have experienced discrimination in school and/or require accommodations on high stakes admissions and licensing examinations. Prior to starting her own practice, The Goodwin-Oquendo Law Firm, P.C., she worked closely with her mentor and friend, a highly esteemed activist, attorney, and NYS Assembly Member, Jo Anne Simon, Esq. At the beginning of her career at Jo Anne Simon P.C., she collaborated with various affinity groups to submit vital feedback to the United States Department of Justice and Equal Employment Opportunity Commission that was incorporated into the agencies’ final rules enforcing the Americans with Disabilities Amendments Act of 2008.

Mary is a member of the New York State Bar Association, and an appointed member of the association’s Committee on Disability Rights. She has developed continuing legal education (CLE) coursework for attorneys and currently serves as one of the editors of the New York State Bar Association’s disability treatise. She is also a member of the Disability Rights Bar Association, the New York City Bar Association, the American Bar Association, and previously served on the executive board of the New York Urban League Young Professionals and the National Urban League Young Professionals Programs Committee.

Mary has had the honor of speaking before several impactful organizations, including the Annual Stanford Conference on Disability in Healthcare and Medicine, the Jacobus tenBroek Disability Law Symposium, The Docs With Disabilities Podcast, The Coelho Fellowship Conference Panel, The Society of Directors of Academic Medical Physics Programs, and The Headache Alliance. She has also been invited to speak at several universities and colleges.

Follow ADDitude’s full ADHD Experts Podcast in your podcasts app:
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March 4, 2025

As the Trump administration moves to dismantle Diversity, Equity, and Inclusion policies in the public and private sectors of the United States, my thoughts turn to one of our country’s largest minority groups: people with disabilities.

According to the Centers for Disease Control and Prevention, more than 1 in 4 Americans — or 70 million individuals — live with a disability. This diverse group spans all age groups, racial and ethnic backgrounds, gender identities, sexual orientations, socioeconomic statuses, and religious beliefs. Disability doesn’t discriminate.

DEI programs and initiatives designed to encourage diversity and promote fairness in education and in the workforce benefit people with disabilities, including those with ADHD. And with the dismantling of these programs, we are witnessing a surge in discrimination toward people with disabilities. The full impact of the Trump administration’s dismantling of DEI policies on people with disabilities is difficult to measure but impossible to discount.

Disability In Dire Straits

I have served as a disability advocate for the past 25 years; 15 of those years were in higher education as a professor, program coordinator, and director of disability services. I have a graduate degree in rehabilitation sciences and am a nationally certified rehabilitation counselor. This is not a field I chose; rather, it chose me.

You see, I am also a mom to three children with disabilities and a fierce advocate for many more. In recent years, I have seen a gradual erosion of the services and protections available to individuals living with disabilities. I have been hesitant to voice my concerns over these changes because, by nature, I am a people pleaser. I stay in my lane, keep my head down, and get my work done. But that all changed two years ago.

[Free Resource: Classroom Accommodations for Children with ADHD]

In April 2023, as an assistant professor and rehabilitation counselor, I was offered the opportunity to train more than 500 rehabilitation counselors on multicultural competencies in counseling, among other things, under Florida’s Vocational Rehabilitation program. Cultural competencies help us, as counselors, support our clients by taking into account their backgrounds and acknowledging our own internal biases. I was excited about this collaboration — until Gov. Ron DeSantis announced that the training was no longer permitted under the state’s new DEI policies.

Soon after, DeSantis signed a bill into law banning the state’s public universities from spending funds on DEI initiatives. This included training counselors on their ethical obligations as professionals. I explained that people with disabilities are from all demographic backgrounds and that counselors who understand cultural differences can more effectively support their clients’ vocational and mental health needs. I even offered to do the workshops for free. I was shut down.

Colleges and universities live under the threat of having funding withheld if they do not comply with political mandates to eliminate courses, programs, student organizations, support services, and other initiatives with DEI components.

[Read: “Here’s What Happened When I Revealed My ADHD on LinkedIn”]

The Escalating Attack on DEI

Florida’s assault on DEI initiatives two years ago foreshadowed what is happening today in American politics, and the threats to public and private institutions alike is real. I fear that President Trump is setting a national agenda and tone that does not value people with disabilities and their vital contributions to society. The evidence of this is everywhere:

1. The standard Accessibility Statement on the White House website was removed by the Trump administration. This lack of visibility and accessibility underscores a lack of concern for Americans with disabilities, who had visible accessibility statements under Presidents Biden and Obama.
2. The U.S. government has eliminated DEI efforts in all federal agencies and is pressuring private companies to do the same.
3. The Trump administration aims to dismantle the U.S. Department of Education (DOE).
• The DOE oversees federal funding for K-12 schools servicing students with disabilities and handles discrimination complaints in education, including non-compliance, under the Americans with Disabilities Act (ADA). Roughly 7.5 million students, or 15 percent of the student population, receive special education under the Individuals with Disabilities Education Act (IDEA), which provides $15 billion to support students with disabilities. Without the federal DOE, funding for students with disabilities would be eliminated, as well the ability to enforce allocation of services to these students.
• The DOE provides protection. Seventeen states are actively working to eliminate 504 Plans in their education systems. The absence of strong federal oversight would leave millions of students vulnerable to discrimination and lacking the resources needed to be successful in school.
• The DOE provides funding to Title 1 Schools. Federal dollars target schools in low-income areas to “provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps by allocating federal funds for education programs and services,” according to the National Center for Education Statistics.
• The DOE oversees federal student aid to college students. Students could lose untold dollars in loans, grants, and federal student aid if the DOE is eliminated.

Disability rights are human rights. Disability rights are civil rights. Disability rights matter.

We must not turn a blind eye to the strategic maneuvers at play in our national politics. America’s leaders are making calculated decisions that threaten to upend the lives of thousands of Americans with disabilities. We must speak out.

What can we do today?

1. Take a stand. Educate yourself and those around you. Advocate for disability rights.
2. Call or write to your local, state, and federal legislators, your local news organizations, and to President Trump and Vice President Vance. Write op-eds explaining these harmful policies.
3. Organize grassroots efforts in your community to support people with disabilities.
4. Check in on people who are affected by these changes. Let them know they are not alone.
5. Boycott businesses that do not value diversity, equity, and inclusion.
6. Practice self-care. Go for a walk. Have dinner with a friend. Dance. Laugh. This is a marathon, not a sprint. We all need to take care of ourselves.

What Does DEI Mean: Next Steps

• Free Download: 40 Winning Accommodations for Your Child with ADHD or LD
• Read: “DEI – and Neurodivergence – Are Under Attack”
• Read: “Justice for All: What We Lose When the Country Abandons DEI”

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

1. Student Accessibility Services

Colleges’ offices of Student Accessibility Services (SAS), also known as Disability Services, ensure that qualified students with disabilities can take advantage of all that colleges have to offer, academically and beyond, without threat of discrimination. That said, SAS accommodations and services vary widely among colleges. When you’re visiting colleges, make an appointment with SAS and ask these questions:

• Is peer or professional tutoring offered and is there a fee?
• Do coaches or other professionals work one-on-one with students to support executive functioning?
• Do you offer programming like workshops and training seminars?

To get a sense of the college culture, ask questions such as: If I had a professor who gave me a hard time about an accommodation, how would your office handle that?

[Read: How to Prepare Your ADHD Teen for College, According to Research]

2. Counseling and Health Services

It’s common for students with ADHD to experience anxiety and/or depression, so it’s wise to ask each campus counseling center these questions:

• What kind of counseling services are offered?
• Is there an annual limit on counseling sessions per student?
• Is there a pharmacy on campus and assistance with medication management?

3. Size of Classes and Campus

Many students with ADHD report that smaller classes are more conducive for learning. Classes of 15 to 30 students aid engagement by providing more accountability and opportunity for active participation than you’ll find in a giant lecture hall.

[Read: How Can We Improve Outcomes for College Students with ADHD?]

Smaller student populations, in general, allow colleges to offer more opportunities to connect with faculty, deans, and staff at resource centers. Frequent check-ins, no matter how casual, can provide an academic and emotional safety net for neurodivergent students.

Also keep in mind that a smaller physical campus may be easier to maneuver for students with executive function challenges. Students expend mental energy each time they walk across campus to a dining hall, library, or for laundry services. That cognitive load is lightened with those facilities are nearby.

4. Course and Club Offerings

Review course catalogs to be certain a college offers courses of study that align with your student’s passions. Explore which classes are required for graduation; some colleges have extensive requirements, while others offer more choice or flexibility.

Student organizations, clubs, and sports allow students to come together to participate in shared interests that naturally facilitate connections. Make sure the colleges you’re researching offer these opportunities in areas that ignite your student’s passions. Also ask: How competitive or easy-to-join are these groups or teams?

ADHD on Campus: How Can Student Accessibility Services Help?

Once your student qualifies for disability services, SAS will schedule an intake appointment to discuss reasonable accommodations, in and out of the classroom. For example, colleges can grant housing accommodations to ease executive function challenges associated with independent living.

Many accommodations common in high school won’t be relevant for college. Be prepared to consider new accommodations that are specific to a college setting. These include:

College Accommodations

Academic accommodations

• Priority registration for classes
• Reduced course load
• Access to recorded lectures and class notes
• Flexible deadlines

Housing accommodations

• Single room (or double, max)
• Dorm with dining hall/laundry
• Centrally located dorm
• Emotional support animal

At the start of every semester, students should work with SAS to determine which accommodations they need for each class and request that SAS notify the professors. Students should then meet with each professor to figure out how these accommodations will be structured.

Coaching in College

College academic resource centers offer students writing assistance and tutoring, by peers or professionals. These centers often provide coaching to students with disabilities, either individually or in small groups. Students with executive functioning deficits get help with planning prioritization, and time management. Coaches can help students break down projects into manageable chunks, prioritize a to-do list, and devise a plan of attach for midterms, finals, and more. The scope, frequency, and cost of coaching varies by college.

Programming in College

Many SAS offices provide programming in the form of workshops, seminars, or study sessions. Connecticut College, for example, offers a workshop called “What the EF?” that helps students before midterms and finals, when stress causes weak executive functioning skills to wobble. The workshop teaches students how to schedule their days, carving out time for studying, writing papers, eating, taking breaks, and sleeping.

What if your student is denied services?

If your student’s request for accommodations is denied, you must go through the college’s formal grievance process, which is usually explained on its SAS webpage.

Securing College Accommodations: A Timeline

At Connecticut College, where I work, these are the deadlines to keep in mind when considering accommodations. Timelines vary among colleges.

May 1:

Typical deadline for college deposit

• Contact SAS to assess required documentation
• Meet with providers to complete documentation
• Submit paperwork through college portal
• Schedule intake appointment to discuss accommodations

June 15:

Typical deadline for housing selection

• Register for pre-orientation program, if offered

August 1:

Typical deadline for academic accommodations

• Register for classes (possibly with priority registration)
• Request facility notification letters be sent to selected faculty

“What College Should I Go To?” Next Steps

• Read: “How Can My Teen Find an ADHD College Coach?”
• Watch: “College Accommodations for Neurodivergent Students”
• Read: “How Do I Measure College Readiness for My Teen with ADHD?”
• Read: 29 Accommodations for College Students with ADHD

Jillian Heilman, Ph.D., CRC, is the Director of Student Accessibility Services at Connecticut College.

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

What is Texas v. Becerra?

Texas v. Becerra is a lawsuit filed by 17 states against the United States government that could effectively end 504 Plans for millions of students across the country.

The lawsuit was filed in late 2024 by Texas Attorney General Ken Paxton against the Biden administration, which changed Section 504 of the Rehabilitation Act to include gender dysphoria as a protected disability. Notably, the lawsuit also argues that “Section 504 is unconstitutional.” The lawsuit says that “Section 504 is coercive, untethered to the federal interest in disability, and unfairly retroactive” and it asks for “permanent injunctive relief” that would block enforcement of Section 504.

What is Section 504 of the Rehabilitation Act?

Section 504 of the Rehabilitation Act codified the civil rights of persons with disabilities and protected them against discrimination while ensuring their equal access to education, employment, healthcare, and public services. It established rules regarding the treatment of people with disabilities by any entity that receives federal funds, including all public schools.

What is considered a disability under Section 504?

The most common disability covered by 504 plans is ADHD, which can significantly impact a student’s ability to learn and regulate attention and emotion in the classroom.

According to Section 504, an “individual with handicaps” includes anyone with a physical or mental impairment that substantially limits one or more major life activity, such as seeing, hearing, speaking, learning, or working. This includes everything from learning disabilities and anxiety to food allergies.

How many children have a 504 Plan?

Approximately 8.5 million public school students across the U.S. have a 504 Plan designed to ensure they can access a free and appropriate education. 504 Plans support students who may not qualify for an Individualized Education Program (IEP) but still need support to fully participate in school.

What is typically included in a 504 Plan?

Accommodations for students with ADHD include extra time on assignments, preferential seating, movement breaks, written and verbal instructions, and organizational tools like planners and daily report cards. These low- or no-cost accommodations are designed to help students with disabilities learn to the best of their ability.

What could happen if the 17 states win Texas v. Becerra?

If the 17 states prevail, and Section 504 is ruled unconstitutional, then all of its protections against discrimination for people with disabilities can be halted across the country. Individual states would be freed from their legal obligation to provide students with aids, services, and protection from discrimination. Millions of students could lose access to their school accommodations.

What’s more, the Office for Civil Rights (OCR) within the Department of Education is in charge of receiving, investigating, and resolving complaints from parents regarding discrimination and 504 Plan compliance at schools. The OCR is at risk for significant budget and personnel cuts by the Trump administration, which said it plans to dismantle the Department of Education entirely.

What happens next?

The first round of legal briefs is due to the courts next Tuesday, February 25. Prior to that deadline, advocacy groups are encouraging residents of the 17 states involved in the action to petition for withdrawal from the lawsuit. The 17 states include Alabama, Alaska, Arkansas, Florida, Georgia, Indiana, Iowa, Kansas, Louisiana, Missouri, Montana, Nebraska, South Carolina, South Dakota, Texas, Utah, and West Virginia.

What can you do?

Contact your senators and representatives to voice your support for Section 504, for 504 Plans, and for protections for students with disabilities. If your state is one of the 17 named in the lawsuit, contact your state attorney general to demand your state’s withdrawal. If your state is not involved in bringing the case, contact your state attorney general and ask the office to submit an amicus brief on the importance of retaining 504 protections for people with disabilities.

Find suggested language for a letter to your attorney general on the Council for Exceptional Children website.

Find sample language provided by the National Down Syndrome Society here.

The National Council on Independent Living also offers sample language for contacting elected officials.

If you would like to share your thoughts, opinions, or story regarding 504 Plan accommodations, contact ADDitude at submissions@additudemag.com.

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

The U.S. Department of Education (DoE) is now sustaining a rapid-fire succession of cuts and changes spearheaded by President Donald Trump and a team within his administration dubbed the Department of Government Efficiency (DOGE) and led by billionaire Elon Musk. Significant news this month includes the following:

• February 3: The Wall Street Journal reports that Trump is working on an executive order to shut down all functions of the DoE and/or move them to other government departments and entities. According to CNN, the executive order will direct the secretary of Education to create a plan to diminish the department through executive action, and also seek Congressional legislation to end the department.
• February 6: According to The Washington Post, at least 16 DOGE team members have gained access to the Education Department directory and have fed sensitive personal and financial data — including federal student loan data containing Social Security numbers, birth dates, and driver’s license numbers — into artificial intelligence software. Some were also granted administrator-level status in the department’s email system, allowing them access to the back end of ed.gov.
• February 7: Members of U.S. Congress were barred from entering the Education Department building for a meeting with Education Secretary Denise Carter.
• February 9: White House press secretary Karoline Leavitt confirmed that Trump is weighing “options and how to reduce the size of the Department of Education if not abolish it completely.”
• February 10: The White House ordered an abrupt halt to 89 contracts and 29 grants for research projects underway within the Institute of Education Sciences, an independent research agency within the DoE that is a main source of funding for education research. The agency studies the efficacy of daily report cards for students with ADHD and interventions to improve on-task behaviors, attention, and academic outcomes for students with ADHD, among other things.
• February 11: A federal judge has agreed to hear a lawsuit filed on behalf of The University of California Student Association that accuses the DoE of violating the Privacy Act of 1974 by sharing sensitive data with DOGE staffers. The group has asked the judge to temporarily block the Education Department from continuing this practice and to retrieve any information already transferred to DOGE, according to Higher Ed Dive.
• February 12: Trump announces at a press conference that he wants the Department of Education “closed immediately.” CNN reports that mass firings have started with the termination of probationary (typically new) employees of the DoE “across the agency from the general counsel’s office, to the Office of Special Education and Rehabilitation Services that supports programs for children with disabilities, to the Federal Student Aid office.”
• February 14: The U.S. Department of Education’s Office for Civil Rights (OCR) released a “Dear Colleague” Letter (DCL) and emailed it to K-12 and post-secondary educational institutions. The DCL clarifies the administration’s position that Title VI’s prohibition of discrimination should be applied to restrict diversity, equity, and inclusion (DEI) programs at educational institutions receiving federal funds.
• March 11: The DoE initiates a reduction in force (RIF) impacting nearly 50% of the Department’s workforce.
• March 20: Trump issues an executive order calling for the closure of DoE and returning the DoE’s main functions to the states. The Executive Order also calls DEI discriminatory and illegal.
• March 21: Trump announces plans to “shift” federal programs for students with special needs and school meals to the U.S. Department of Health and Human Services (HHS), which is overseen by Secretary Robert F. Kennedy Jr.
• May 22: A federal judge issued a preliminary injunction temporarily barring the executive order to dismantle the DoE and ordered the reinstatement of fired DoE employees.
• June 4: The First Circuit Court of Appeals upheld the lower court’s ruling, declining to lift the injunction.
• July 14: The Supreme Court, in a 6-3 vote, lifted the injunction, allowing the Trump administration to move forward with the nearly 1,400 layoffs at the DoE.

So what does all of this change mean for the 7.5 million U.S. school children (15% of that population) who have special needs and whose public schools receive billions of dollars in funding for services and resources from the U.S. Department of Education?

The impact on special-education programs that fall under the Individuals with Disabilities Education Act (IDEA), as all Individualized Education Plans (IEPs) do, remains unclear. But here is a rundown of what we know.

[Download: Your Free Guide to the U.S. Education Laws Protecting Students with ADHD]

What does the U.S. Department of Education do?

The U.S. Department of Education, created in 1979, develops and enforces federal education laws; funds special-education programs; administers financial aid programs; and conducts research on schools, students, and educational issues.

The Education Department serves public school students across the United States by:

• Providing funding to support Title I grants for nearly two-thirds of public schools serving 26 million vulnerable students in pre-K through Grade 12
• Funding special-education programs for students with disabilities covered by IDEA, including dyslexia, autism, and ADHD, which falls into the act’s ‘Other Health Impaired’ category if symptoms impact educational performance
• Administering loans and Pell Grants for low-income college students. The DoE distributed approximately $27.2 billion in Pell Grants during the 2022-2023 academic year, and 43 million people have federal student loans
• Enforcing civil rights laws like Title IX, which protects against discrimination based on gender or disability
• Supporting school improvement programs to boost education outcomes
• Funding programs to promote mental health and after-school activities

“The department currently oversees federal student loan programs, distributes financial aid, and enforces policies meant to protect borrowers from predatory lending practices. Eliminating the DoE could introduce uncertainty into loan servicing, possibly delaying repayments, altering forgiveness programs or making it harder for students to access federal aid,” according to Newsweek.

What does the U.S. Department of Education NOT do?

The Department of Education does not set or enforce curricula, or determine state education standards.

State and local school boards decide curriculum, textbooks, and what’s taught in history or science classes. Educator salaries, hiring, and qualifications are determined by state laws and local school boards. Each state adopts its own education standards. Private and religious schools operate independently, and they determine their own tuition prices. Public universities are funded by state governments; the Education Department only provides federal aid and loan programs.

[Quiz: How Well Do You Know U.S. Education Law?]

How big is the Department of Education?

In 2024, the Education Department employed roughly 4,425 people and had a budget of $79 billion.

What is the Individuals with Disabilities Education Act (IDEA)?

IDEA is a law governing how states and public agencies provide early intervention, special education, and related services to more than 8 million eligible infants, toddlers, children, and youth with disabilities.

IDEA guarantees the right of students with qualified disabilities, such as ADHD, dyslexia, autism, and more, to participate in Individualized Education Programs (IEPs) that provide special education and related services and accommodations designed to improve the student’s ability to receive academic instruction.

IDEA also authorizes formula grants to states and discretionary grants to institutions of higher education and other non-profit organizations to support research, demonstrations, technology and personnel development, and parent-training and information centers.

What role does the Education Department play in the IDEA?

The Education Department enforces the IDEA through the Office of Special Education Programs (OSEP) and the Office for Civil Rights (OCR) by doing the following:

• Developing and communicating federal policy for IDEA
• Monitoring and enforcing state implementation of IDEA
• Helping states implement early intervention services for infants and toddlers with disabilities
• Investigating complaints and conducting compliance reviews
• Working with schools to address issues when rights are not upheld
• Protecting the rights of people with disabilities under Section 504 of the Rehabilitation Act of 1973

What is Section 504 of the Rehabilitation Act of 1973?

“Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education,” according to the DoE.

What role does the Education Department play in Section 504?

OCR, a division of the department, enforces Section 504 by ensuring that public schools provide a “free appropriate public education” (FAPE) to each qualified student with a disability who is in the school district’s jurisdiction, regardless of the nature or severity of the disability. “OCR receives complaints from parents, students or advocates, conducts agency initiated compliance reviews, and provides technical assistance to school districts, parents, or advocates,” according to the DoE.

Any student with a 504 Plan is covered by Section 504. If a school district is out of compliance with Section 504 by failing to provide “education in regular classes with supplementary services, and/or special education and related services,” the OCR may initiate administrative proceedings to terminate DoE financial assistance to the school or refer the case to the Department of Justice for judicial proceedings.

How does the DoE financially support students with ADHD?

According to available research, the DoE spends a significant amount on students with ADHD, with estimates ranging from $5.6 billion for younger children to between $9.36 and $19.75 billion for older children and teenagers on educational costs including special education, therapies, and counseling, all related to managing ADHD in the school setting.

How much of any state’s special-education funding comes from the DoE?

Since IDEA was enacted, federal funds have covered approximately 13% of the cost of special-education services. States supplement federal IDEA funding with funding formulas for special education that vary widely from state to state. The remainder of funding comes from state and local tax revenue.

In a study of 5,694 districts in 24 states, serving nearly 3 million students with disabilities, Bellwether found that special education services cost $13,127 per student per year, on average. Funding from the DoE covered $1,578 of that cost, or 12%. The districts received dedicated special-education state revenue totaling $3,388 per pupil, and the remaining $8,161 in funding was generated through taxes.

Will Trump likely be able to shut down the DoE?

By law, the Education Department can be shut down only by an act of Congress. According to Time magazine, “In January, Rep. Thomas Massie, a Republican from Kentucky, re-introduced a bill that would terminate the Department of Education. The bill has 30 Republican co-sponsors thus far,” but would require 60 votes to pass.

If the Department of Education is shuttered, will my child’s IEP be impacted?

IEPs are protected by law, as spelled out in IDEA. So long as IDEA law remains intact, the rights of students with disabilities to IEPs will remain protected. However, the DoE is the primary watchdog for both IDEA and Section 504, so enforcement of IEP and 504 Plan violations could be impacted. It is also unclear how federal government funding cuts could impact local school districts across the country that rely on DoE funds to “support disabled students, pay special education teachers and therapists, and buy the materials and equipment that students need,” according to The Century Foundation.

If the Department of Education is shuttered, who will enforce IDEA law?

Another federal agency, such as the Department of Justice, would likely take over enforcement of IDEA if the Education Department were abolished. This would include conducting compliance reviews, investigating complaints from parents, and enforcing penalties for schools that fall out of compliance. It is unclear how any change in enforcement may impact parents’ ability to secure special-education resources or pursue complaints against schools for providing inadequate resources under IDEA.

Can the Trump Administration move the federal special education programs from the DoE to HHS?

This change cannot be made by an announcement, decree, or executive order. Congress would have to pass a new law or amend an existing one to move that office.

The 1979 law establishing the Education Department specifically created the Office of Special Education and Rehabilitative Services to “administer and carry out” the IDEA law and other federal programs for children with disabilities.

What Can I Do to Be Proactive?

• Stay Informed. Track executive orders/memoranda, pending legislation, notice of proposed rule-making, clarifications, and other notices that may impact education
  • Executive Orders
  • Tracker for legal challenges to Trump Administration actions
  • Pending legislation
  • Congressional proceedings
  • Existing laws
  • Judicial decisions
  • State special education information & resources
• Communicate with your school, school district, and state department of education, particularly if you’re an individual with a disability or the parent of an individual with a disability.
• Document any concerns in writing
• Consult an attorney if you have any questions or concerns, or to ensure that you understand your rights and options.
• Engage your state representatives. Make calls or write letters sharing your concerns with your Congresspeople. Find Your Federal, State, and Local Representatives here.
• Collaborate with like-minded individuals and organizations. Don’t operate in a silo.
• Be heard. Submit a public comment, or formally testify before a committee or on the floor of Congress.

Department of Education & IEP Law: Next Steps

• Submit: Email your questions about IEP law and how DoE changes might impact your child to customerservice@additudemag.com
• Read: 10 Myths About School Laws and Services for Students with ADHD
• Know: Your Child’s Educational Rights

The content for this article was derived from the ADDitude ADHD Experts webinar titled, “Are My Students’ ADHD Accommodations in Danger? Fallout from the Department of Education Changes.” [Video Replay & Podcast #554] with Mary J. Goodwin-Oquendo, Esq., which was broadcast on April 23, 2025.

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Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

For some neurodivergent students, school is not a sanctuary for learning. It’s perceived as a source of constant stress, triggering physical symptoms like stomachaches, headaches, and even nausea. These children may wage a miserable battle to stay home each morning or have trouble remaining in school throughout the day.

This isn’t about playing hooky. School refusal, also called school avoidance, is a serious matter. An acute case can last from two weeks up to a year; a chronic case might persist for a year or two. School refusal may stem from underlying struggles associated with ADHD, learning disorders, or separation or generalized anxiety. A student might be overwhelmed by academic challenges, bullied at school, rejected by peers, and/or troubled by family distress at home.

School refusal has grown worse since the COVID-19 pandemic. When schools reopened and resumed in-person learning, experts say, many students didn’t return to the classroom. Generally, school refusal affects 5 to 28 percent of students at some time in their lives, according to the School Avoidance Alliance.

What School Refusal Looks Like

Elementary-age children cling to their parents and resist entering the school building. At home, they complain of stomachaches, headaches, nausea, or vomiting. They have tantrums when talking about homework or express worry about school. Sometimes, they run away from home to avoid going to school.

A child’s teachers might report a change in their behavior, or their mood might shift unexpectedly in school and at home. The child generally starts to worry about things unrelated to school.

[On-Demand Webinar: School Avoidance & Refusal Strategies for Parents and Educators]

School refusal looks different in adolescents and teens. Many of them leave school early, skip class, or avoid certain parts of the day by going to the nurse. Some have sleep problems and complain of stomachaches and other ailments. Some experience panic attacks.

Older students can’t always communicate their feelings or anxieties. Instead of saying something like, “School is really hard and I’m struggling,” they become defiant, irritable, and angry toward peers and family members. Older kids also become more self-conscious about their academic performance, how they think others perceive them, and their physical appearance.

Identifying Underlying Fears of School

Distractibility, sensory overload, poor working memory, disorganization, and time blindness can make school challenging for students with ADHD. Those with anxiety may seek to escape the pressure of classroom tests, quizzes, and social situations. Others may avoid school to gain access to rewards at home, like video games or screen time.

Addressing school refusal is critical — and achievable. Many therapists recommend cognitive behavioral therapy (CBT) because it can help kids identify their underlying fears and support a gradual shift in their behavior.

Children with ADHD commonly struggle with anxiety, which brings a fight, flight, or freeze response. Avoidance, an example of the flight response, is common for kids who have anxiety and ADHD. To improve anxiety, you must address avoidant behavior.

Think of it this way: A boy is scared of his neighbor’s dog. When he steps out of his house and sees it, his heart races and he thinks, “The dog is going to bite me.” He runs back into his house and calms down, but only temporarily.

When he sees the dog again, his anxiety grows in intensity because avoiding the dog only confirmed his anxiety. His urge to run away is even greater.

[Download: Social Anxiety Facts and Falsehoods]

So how does the child conquer his fear of dogs? By not avoiding them. The more children are exposed to what they fear — in safe, incremental doses — the more they teach their bodies to understand: “I can do this, even though it’s really hard.” This helps build a tolerance for things that are uncomfortable.

This process is called exposure therapy: It means exposing an individual to the fear that triggers their anxiety in gradual, increasingly challenging steps. This is a critical part of the treatment plan for school refusal. When kids confront their fear, and ride the wave of anxiety that builds, crests, and subsides, they learn that their anxiety will pass and that they can tolerate the feeling while it’s happening.

An effective school refusal treatment plan, called a hierarchy, requires a nuanced understanding of a child’s specific situation. The hierarchy should include motivating rewards upon completion of each step. But keep in mind: It’s important to break down the hierarchy into very small steps. Practice the first step until a child’s anxiety level drops from a rating of 8 out of 10 to a 4 or 5. Then move to the next step.

Below is a sample hierarchy plan:

1. Drive to school
2. Walk to school door
3. Walk through school door
4. Walk to selected location in school
5. Walk to classroom, sit outside for 5 minutes
6. Walk to classroom, sit outside with a friend for 10 minutes
7. Walk into class, sit in“safe spot” for 5 minutes
8. Stay in school 1 (2, 3, 4) period(s)
9. Stay in school until lunch
10. Stay all day

Working with Your Child’s School

An effective partnership between parents, the school, and a therapist may look like this:

• The child goes to CBT once a week or more. The therapist works on exposure therapy as well as cognitive reframing tools and coping strategies.
• The child’s parents meet with the therapist regularly to learn how to provide support.
• The school collaborates with the parents and the therapist on creating and implementing a re-entry plan.

Schools can offer supports and accommodations to ease the intense anxiety caused by attending school. This could include reducing the homework load, changing deadlines, moving the child’s seat, or having the child start their day in the therapist’s office.

If the child’s anxiety is so impairing that none of these interventions help, consider medication, or an alternate school setting, such as a therapeutic school with more robust supports.

[Download: 30 Great Accommodations for Children with ADHD]

Staying Home from School

If you allow your child to stay home from school, consider the following:

• Keep everything as boring as possible, including meals.
• Turn off the Internet. Remove devices until after school hours.
• Direct your child to do schoolwork and chores.
• Do not allow playdates, outsides activities, or rewards.

Make sure to prepare your child for their return to school the night before and the morning of.

The night before:

• Help your child engage in a relaxing activity.
• Use supportive statements and positive self-talk together.
• Practice strategies that will calm your child.

The morning of:

• Calmly state that you understand how your child is feeling. Say, “I can see this is really hard for you.”
• Express confidence in their ability to cope. Say, “I know you can do this.”
• Review rewards and consequences.
• Keep calm. Refrain from emotional reactions.

Reader Insights

ADDitude magazine asked readers whether their child ever refused to go to school for an extended period. Forty-three percent responded yes. Of this group, 41% said that school refusal lasted for days, 20% said weeks, 11% said months, and 28% said it lasted for a year or longer. Some shared their experiences.

“In kindergarten, it was hard for my oldest to leave the comfort of home. His ADHD made it hard to adapt to new expectations and routines. He ran away from school often, hid from his teachers, and just plain refused to leave the house in the mornings. When his teacher started preparing a card with a new word and definition for him each morning, inspired by his hyperfixation on words, he suddenly became excited to go to school. He kept those cards in a collection. Now he’s in fifth grade and absolutely loves school and his teacher.”

“It was too hard for my child to sit all day and the teachers didn’t understand. We sent him to a school that understood ADHD better. Now he gets up early and goes happily.”

“My son was willing to go to school, but not to stay in class. Health issues, peer bullying, and lack of educator support made him feel lost in the middle school classroom. We found private tutors who could work with him daily at home to rebuild his academic skills and confidence. After four months, he was ready to return to a new school.”

“My daughter hated middle school. She had a hard time socially, the school felt too big, and one day she announced she was never going back there. But, true to form for ADHD people, she had already thoroughly researched her options and found an online school that would give her academic support while allowing me to be her teacher. The program fit her learning needs, and when high school started, she was ready to return to a conventional school environment. It was a lot of work for me, but I admired her for articulating the problem and finding a reasonable solution on her own at the age of 14.”

School Refusal & Avoidance: Next Steps

• Download: The Top 6 Learning Challenges Associated with ADHD
• Sign Up: ADHD @ School — A Free 10-Part Class for Parents
• Read: Why School Stress Is Toxic for Our Children
• Read: 6 Good Reasons to Change Your Child’s School
• eBook: How to Teach (and Inspire) Students with ADHD

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As many parents will attest, Individualized Education Programs (IEPs) often fail to improve classroom behavior, largely due to the absence of evidence-based interventions and support. For example, a recent study found that only half of IEPs for high school students with ADHD who exhibit challenging classroom behaviors included goals related to increasing on-task and socially appropriate behaviors.¹ Of additional concern, only one in three students with ADHD receives classroom behavior-management support. ² And even when a student has behavioral goals written into their IEP, there’s a good chance their teacher has not received direct training on how to implement these interventions.

An approach called the Life Course Model could significantly improve outcomes by keeping parents informed on the effectiveness of behavioral interventions and by ensuring consistency between home and school strategies.

The model’s primary aim is to foster collaborative family-school partnerships. Through meetings with the child’s academic and/or IEP team, parents can help make decisions regarding the best behavioral interventions to address the child’s needs.

[eBook: The Teacher’s Guide to ADHD and Classroom Behavior]

Daily communication about a student’s progress may also allow the teacher to advise on implementing interventions at home. However, successful student outcomes still rely on professional development and teacher training around ADHD interventions and strategies.

Life Course Model Implementation

These practice guidelines were created to help teachers address disruptive or noncompliant behaviors among students with ADHD by providing supports that build skills for independence and self-regulation. Interventions that reduce symptoms (e.g., medication) and accommodations that don’t necessarily build skills are given lower priority in the treatment plan sequence.

Life Course Model, Part 1: Services and Sequencing

Life Course Model, Part 2: Principles for Service Delivery

Behavioral Interventions for ADHD: Next Steps

• Free Download: Classroom Accommodations for Children with ADHD
• Sign Up: Free ADHD Teacher Training Program!
• Read: Could a Behavior Intervention Plan Help Your Student with ADHD? 

Marsha Ariol, M.S., is a third-year doctoral student in the school psychology program at Lehigh University in Bethlehem, Pennsylvania.

George J. DuPaul, Ph.D., is a professor of school psychology and associate dean for research in the College of Education at Lehigh University in Bethlehem, Pennsylvania.

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Sources

¹ Hustus, C.L., Evans, S.W., Owens, J.S., Benson, K., Hetrick, A., Kipperman, K., & DuPaul, G.J. (2020). An Evaluation of 504 and Individualized Educational Programs for High School Students with Attention-Deficit/Hyperactivity Disorder. School Psychology Review,49, 333-345.doi: 10.1080/2372966X.2020.1777830

² DuPaul, G.J., Chronis-Tuscano, A., Danielson, M.L., & Visser, S.N. (2019). Predictors of Receipt of School Services in a National Sample of Youth with Attention-Deficit/Hyperactivity Disorder. Journal of Attention Disorders, 23, 1303-1319.doi: 10.1177/1087054718816169

– How to improve executive function by developing “domino” habits
– How to foster a positive learning environment that leans more heavily on praise
– How to design a neurodivergent-friendly classroom
– How to model good planning and prioritizing skills for your child
– How to capture wandering attention without embarrassing students with ADHD
– How to use a daily report card system effectively
– How to manage multiple students’ accommodations efficiently
– How to spot and avoid burnout in twice-exceptional students who are gifted and have ADHD
– How to reduce screen-time battles and use music to spark focus

Get all of these resources and more in this concise, practical, 12-page guide to building stronger executive functions in children with ADHD.

Print it, share it, use it, and start off the new school year smart!

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