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The first semester of college probably did not look exactly how you imagined. Your student went in with good intentions and a brand-new planner. Then reality happened. Syllabi were skimmed instead of read. Deadlines appeared out of nowhere. Late-night texts about forgotten assignments became more common than you wanted. Maybe the grades at the end of the term were mixed or lower than what your student is capable of.
If your college student has ADHD, this pattern is extremely common. It doesn’t mean they are lazy or unmotivated. It usually means their executive function skills were not fully prepared for the level of independence college demands.
The good news is that the second semester offers something powerful: information. You and your student now know what college really feels like. That experience can be turned into a concrete second-semester success plan that supports an ADHD brain instead of fighting it.
Below is a step-by-step framework you can adapt for your family.
Step 1: Start With a Gentle Reflection, Not a Postmortem
Before the new semester begins, schedule a relaxed conversation. This is not about lecturing or rehashing every missed assignment. It is about helping your student get curious about what actually happened.
You might ask:
- What classes or moments felt surprisingly manageable? Why?
- Where did things start to fall apart?
- What made it harder to keep track of work than you expected?
- When did you feel most overwhelmed?
If your student is hesitant, start with your own observations in a nonjudgmental way.
This kind of reflection builds self-awareness, which is a core executive function skill. It also sets the tone that second semester is about adjusting the system, not fixing a broken student.
Step 2: Map the Second Semester Before It Starts
Students with ADHD often think in “now” and “not now.” Anything that is not due this week fades into the background. That is why mapping the semester at the beginning is so important.
Read every syllabus fully
Look for:
- Major exams, projects, and papers
- Participation expectations
- Attendance policies
- Online quizzes or discussion posts
Create a master calendar
This can be a digital calendar, a paper wall calendar, or both. Add all big deadlines in one place and use color coding.
Add campus-wide dates
Registration deadlines, drop/add dates, and holidays should live in the same calendar for better visibility.
Step 3: Build a Weekly Template That Supports Executive Function
Once the semester is mapped, help your student create a realistic weekly rhythm.
Block out fixed commitments
- Class times
- Commuting
- Sleep
- Meals
- Work study, labs, or clubs
Add structured productivity blocks
- Study blocks
- Weekly admin time
- White space or downtime
This template is a starting point and can be adjusted throughout the semester.
Step 4: Choose One System for Tasks and Stick With It
Students with ADHD often use too many tools at once. Encourage choosing one main system:
- A digital calendar
- A to-do app
- A paper planner
The habit matters more than the tool. Consistent daily check-ins will build independence and reduce overwhelm.
Step 5: Adjust Study Strategies for an ADHD Brain
Traditional study methods rarely work well for students with ADHD. Encourage strategies that match how the brain learns best.
Short work sprints
Use timers for focused 20–30 minute sessions.
Active study techniques
- Make practice questions
- Teach concepts aloud
- Use diagrams or mind maps
Intentional study spaces
Quiet corners often work better than dorm rooms or busy cafés.
Regular contact with professors
Office hours can prevent bigger academic issues later.
Step 6: Put Campus Support Services Into the Plan, Not Just “As Needed”
Instead of waiting until a crisis, integrate campus resources into the weekly routine.
Students can:
- Register with disability services
- Visit tutoring or writing centers early
- Learn mental health support locations
- Attend study skills workshops or coaching programs
Using resources is a sign of strength, not weakness.
Step 7: Protect the Basics: Sleep, Movement, and Medication
The foundation of executive function is a regulated brain and body.
Sleep routines
Regular sleep/wake cycles support attention and emotional regulation.
Movement
Short, consistent activity improves focus and mood.
Meals and hydration
Skipping meals or relying on caffeine worsens symptoms.
Medication management
Keep track of prescription refills and appointments.
Step 8: Shift Your Role From Manager to Mentor
Supporting independence means changing how you communicate about academics.
Consider:
- Setting expectations for check-ins
- Avoiding daily grade monitoring
- Asking open-ended questions
- Celebrating effort and process
Let your student know: “I’m here as a thinking partner, not your boss.”
Final Thoughts: Second Semester Is a New Starting Line
The second semester is not a repeat of the first. It is a chance to use real-world lessons to build better systems, stronger executive function skills, and a more confident path forward.
How Can GEL Help Students Develop Executive Function?
Grayson Executive Learning (GEL) is a boutique Academic and ADHD/Executive Function Coaching practice that specializes in providing premium one-on-one academic coaching services to high school and college students with ADHD and executive function difficulties.
Click here to learn how we can help your student truly reach their academic potential while developing critical life and independence skills.
We look forward to serving you!
