SUPPORTING STUDENTS WITH ADHD IN ACADEMIC WRITING: STRATEGIES FOR INCLUSIVE INSTRUCTION

Abstract

The article explores the academic writing challenges experienced by students with attention deficit hyperactivity disorder (ADHD) and identifies effective, research-based strategies for inclusive instruction. Although ADHD has historically been perceived as a condition primarily diagnosed in the United States, contemporary international studies demonstrate its global prevalence, revealing that underrecognition frequently stems from diagnostic inconsistencies, cultural misconceptions, and sociopolitical factors. Recent findings indicate rising ADHD rates among children exposed to armed conflict, underscoring the broader environmental and psychological dimensions of the disorder. The article reviews neurodevelopmental mechanisms underlying ADHD, including dysfunctions in the frontal cortex and impairments in executive functions such as sustained attention, planning, organization, impulse regulation, and working memory. These factors significantly influence students’ performance in written expression. Studies by A. Casas, M. Ferrer, I. Fortea, S. Molitor, J. Langberg and others show that writing difficulties among learners with ADHD arise not from isolated linguistic deficits but from complex interactions between attentional control, executive functioning, and metacognitive processes. Drawing on empirical evidence and more than twenty years of practice, the authors outline pedagogical approaches that support neurodivergent learners in academic writing. Effective strategies include reducing anxiety and perfectionism, using collaborative and time-structured writing activities, segmenting tasks into manageable stages, and employing iterative drafting cycles. Visual scaffolds, templates, graphic organizers, and freewriting techniques enhance clarity, engagement, and confidence. The article also highlights the benefits of integrating supportive digital tools (voice-to-text systems, organizational platforms, color-coding, and focus applications) tailored to students’ cognitive profiles. Emphasis is placed on individualized feedback, goal-setting, and affirming learning environments that prioritize progress over perfection. The authors argue that institutional commitment to universal design for learning, neurodiversity training, and coordinated support services is essential for creating sustainable, inclusive writing instruction. Ultimately, intentional and flexible pedagogical interventions can significantly enhance the academic writing productivity, autonomy, and well-being of students with ADHD.