Remember that week in August when you sent your student off to school? Everyone was optimistic about the new school year. This year your student was going to better manage the deficits that come with ADD/ADHD.

Promises were made to study harder, attend all classes, and get better grades. If problems arose, the tutoring center would be used, meetings with the professors would be had, and all would be well. Sound familiar?

Now it is the beginning of October. The leaves are changing. The weather is crisp. Summer is truly over. Many parents have celebrated family weekend at college, and hopefully, they come home with a small glimpse of how their son or daughter is doing in school.

This week starts the trek home for fall break. A few days of respite from the hectic schedule and the cramped dorm room. Most likely, your student will want to do nothing more than sleep in a comfortable bed, eat home-cooked food, and catch up with hometown friends. Some students choose to stay at school, but are very happy to know that the next few days will be class free.

Either way, it is probably not part of their agenda to talk to you about how they are doing in school.

The reality is this – avoiding that conversation is to no one’s benefit.

It is the midterm of the semester – exams start in a week or two. How is it going? If you don’t know, now is the time to have a conversation.

Unfortunately, it is usually about this time in the semester that your student may realize that all is not well. The first half of the semester – that honeymoon period – started off with success. The enthusiasm was there. The commitment was strong. But, for the student with ADD/ADHD, something went awry:

  • Those time management plans – they are gone.
  • Keeping up with the reading – not happening.
  • Meeting with the professor – “it’s too late now”.
  • Tutoring – “it’s not helping”, or “I don’t have the time”.

Your student is struggling once again. While lots of students at college struggle with these issues, the problems are pervasive for a student who has ADD/ADHD. Executive function deficits and the ability to self-regulate are often the issue. This means that a student with ADD/ADHD may constantly struggle with:

  • Focus and retention of information
  • Sustaining and shifting attention
  • Setting priorities and avoiding distractions

I hate to say it, but I could have told you so. Here is the problem: nothing really changed from last year.

When I meet with prospective clients and their parents, there is great interest in the prospect of coaching. The parents see ADD/ADHD coaching as a way to keep their son or daughter on track. The student is very interested, but isn’t really convinced. It is a great conversation. Then I hear those words, “we would like to talk about it and get back to you”. ADD/ADHD coaching is often a new concept for parents and students alike, so it is reasonable to try to take some time to understand where the benefit lies. But, too often, I get a follow-up call from the parent to tell me that their student feels that coaching is not needed, because this year will be better. The student has made a strong argument against ADD/ADHD coaching. This year, there is a better understanding of what needs to be done. The motivation is there. When I have these conversations, parents almost always tell me that they want to give their child the benefit of the doubt, so they will “see how it goes”. The student goes off to school without a coach.

Now, trouble is afoot. Why? After all, the student went back to school with commitment and a better understanding of what needed to be done. But, isn’t that the situation every year? Students with ADD/ADHD don’t usually have trouble understanding what has to be done. Instead, they don’t have the ability to consistently accomplish these goals. ADD/ADHD causes a performance deficit. Students can have the best intentions and be highly motivated. Unfortunately, it is the ability to perform that often eludes them – they just can’t seem to complete the work. This is different than a student who does not have ADD/ADHD. That student can probably realize that they are having trouble, and then get back on track. They have the ability to reset themselves and get back to work. This is the ability to self-regulate. A student with ADD/ADHD will continue to struggle because they don’t have the internal mechanism that says, “Hey, get back to work.” They need external cues to help them get through their tasks.

Parents often think that as long as their student goes for extra help, the problem will be solved. The problem is much more complex. Your student may go for tutoring and meet with the professors. However, they leave the tutoring session or professor meeting, and then they don’t do the work. The cycle of failure continues.

ADD/ADHD coaching helps to break this cycle. The student and ADD/ADHD coach will work together to specify actionable items aimed at creating the habits needed to be an accomplished student. I meet with the student on a weekly basis, but the communication doesn’t end there. I follow up with the student during the week. A short check-in to be sure the actions are being taken. Together, we build a plan for school success.

I provide the encouragement and support needed to help a struggling ADD/ADHD student:

  • Organize Coursework
  • Prioritize Tasks
  • Manage Time
  • Stay Focused
  • Keep track of your things
  • Develop Life Skills

If your student is struggling in college, it is not too late to get back on track for this semester. Have the conversation, then contact me at www.adhdcoachdiane.com to discuss a success plan for the semester. I coach students anywhere in the United States via Skype and Facetime.