Over the next few months, we are, and have been, talking a lot about high school graduates. Not just in our blog, but also with clients all across the country. That is because this is potentially one of the biggest changes your child will ever experience with their ADHD.
This is a time when they’re gaining independence for the first time. This is a time when untreated ADHD and executive function disorder can also be at is strongest, which means that a person is experiencing independence at potentially their most difficult time.
College introduces a level of independence that can be challenging for any student. But for students with executive function disorder (EFD) – a condition that affects planning, time management, memory, organization, and emotional regulation – the transition often presents additional, less predictable difficulties.
Even students who succeed academically in high school with support may experience a noticeable decline in functioning once they are required to self-manage across multiple environments, combined with the stressors and distractions that come during this time of year.
This shift is not simply a matter of immaturity or lack of effort. Rather, it reflects the neurocognitive differences that affect how these students organize information, initiate tasks, and respond to unstructured time.
That is why now is also a very important time for both parents and students to gain better understanding of what to expect and figure out how they can address and support these issues so that these young adults have the best chance of success.
Core Challenges That May Arise in the First Semester
The structure of most high school environments provides a level of external accountability that compensates for many executive function deficits. In college, that structure is typically removed. Students are expected to independently manage their time, plan ahead, and adapt to changing academic and social demands – all without regular check-ins or adult oversight.
That Is why you should expect and plan for many possible issues, including:
- Missed Deadlines and Poor Time Estimation – Students with EFD often underestimate how long assignments or studying will take. Without frequent reminders, strict regulations, and oversight over due dates, they may procrastinate until deadlines have passed or are too close to complete the work effectively.
- Irregular Sleep and Nutrition Patterns – Without parental monitoring, students may stay up late, sleep through morning classes, or forget to eat regularly. This further impacts their focus and emotional regulation.
- Disorganized Academic Workflows – Keeping track of multiple syllabi, managing online platforms, and remembering upcoming responsibilities may be overwhelming. Important emails or assignments may go unread or undone.
- Difficulty Initiating Tasks – Even when students know what they need to do, they may have trouble getting started. This can create cycles of avoidance, self-criticism, and increased anxiety.
- Increased Emotional Reactivity – Students with executive function challenges often experience a lower frustration tolerance, and when overwhelmed, they may withdraw socially, withdraw academically, or become emotionally dysregulated.
These challenges often emerge gradually, and the student may appear to be doing “fine” for the first few weeks until midterms or larger assignments begin to accumulate.
The Emotional Impact of the Transition
Beyond the logistical and academic hurdles, the psychological toll of navigating these demands can be significant. Many students with EFD enter college already feeling behind their peers in terms of maturity or organizational skill. When their systems break down, they may interpret this as personal failure, leading to:
- A decline in self-esteem
- Increased academic-related anxiety
- Social withdrawal due to shame or stress
- Avoidance of emails or academic portals out of overwhelm
- Risk of dropping courses or withdrawing from school entirely
Parents and caregivers often feel confused by what looks like a sudden decline in motivation or effort. In most cases, this is not a motivational issue, but rather an environment that no longer provides the external scaffolding the student has always relied on.
Signs That Support May Be Needed
Because many students with EFD have learned to mask their difficulties, they may not immediately disclose how much they are struggling. Early signs that intervention may be necessary include:
- Avoiding calls or texts about academics
- Repeatedly missing class or appointments
- Expressing dread or paralysis when discussing assignments
- Withdrawing from activities they previously enjoyed
- Sudden changes in sleep, hygiene, or eating patterns
- Defensive responses as they try to adapt to this change in their pride.
- Academic probation notices or concerns from resident advisors
If you or a child is going off to college or moving out for the first time, it helps to be proactive – to start addressing issues before they become issues.
Imagine you are a student that is struggling with their Executive Function Disorder, falling behind in work and missing deadlines. Late intervention may address some of these issues, but not right away, and the work will have already piled up with grades lower than desirable.
Providing support early, before issues occur is the best way to avoid these challenges.
How to Prepare Before They Leave
Some colleges offer learning specialists, executive function coaching, or academic accommodations through disability services. Others may require outside professionals to fill those gaps.
While no amount of preparation can eliminate all challenges, establishing routines and systems before college can help ease the transition. These may include:
- Practicing weekly calendar reviews and task breakdowns
- Using visual aids or timers to reinforce time awareness
- Building in routines for laundry, food preparation, and self-care
- Role-playing how to email professors or ask for help
- Identifying campus support resources in advance
Most importantly, set expectations about communication. Regular check-ins focused on support – not micromanagement – can help the student feel emotionally safe and more willing to discuss challenges as they arise.
Working with an executive function coach, like our team here at ADHD Training Center, can also be highly advantageous. It’s a chance to gain real insight into how to function in college and, ultimately, put yourself in the best positive to succeed. We also have parent coaching, so you can figure out how to be the best parent you can be during this transition.
Framing the First Year as a Learning Process
It is important to view the first year of college as an adjustment period, not a measure of long-term potential. Students with executive function disorder may take longer to adapt or may need to use college differently than their peers – through reduced course loads, executive coaching, or even temporary leaves if needed.
What often makes the biggest difference is not whether they struggle, but how they are supported during those struggles and the preparation that took place in advance to prepare them for the road ahead.
When handled with appropriate flexibility, empathy, and targeted strategies, these students can and do succeed – often bringing high levels of creativity, persistence, and problem-solving to their academic and professional paths over time.
For more information about ADHD coaching, please reach out to ADHD Training Center today.