ADHD and College/Uni Life: Breaking Study Sessions into Manageable Chunks

Discover tips, treatment options, and support strategies from the Finding Focus Care Team

Last Update: March 8th, 2025 | Estimated Read Time: 5 min  

Navigating college or university life presents unique challenges for students with Attention Deficit Hyperactivity Disorder (ADHD). The demands of higher education, long lectures, extensive readings, and self-directed learning, can be overwhelming, especially when coupled with the executive functioning difficulties associated with ADHD. However, one highly effective strategy for improving study habits and academic performance is breaking study sessions into manageable chunks. This technique not only aligns with how the ADHD brain processes information but also leverages well-researched psychological principles to enhance focus, motivation, and retention.

Understanding the ADHD Brain in Academic Settings

ADHD is characterized by symptoms such as inattention, hyperactivity, and impulsivity, which can impede traditional study methods. Research has shown that individuals with ADHD often struggle with sustained attention, organization, and time management, making lengthy study sessions particularly difficult (Barkley, 2018). These challenges stem from differences in executive functioning, which affect the ability to plan, prioritize, and maintain focus on academic tasks (Brown, 2013).

Neuroscientific studies suggest that ADHD is linked to lower dopamine levels in the brain, which impact motivation and the ability to delay gratification (Volkow et al., 2009). As a result, students with ADHD may find it difficult to persist through long, monotonous study sessions. Breaking study material into smaller, structured segments, commonly known as "chunking", can be a game-changer for improving learning efficiency and reducing cognitive overload (Sonuga-Barke et al., 2010).

The Science Behind Chunking Study Sessions

Chunking is a cognitive strategy that involves dividing information into smaller, more manageable pieces to improve comprehension and retention (Miller, 1956). The brain naturally processes information more effectively when it is grouped into smaller segments rather than in large, continuous blocks (Cowan, 2010).

For students with ADHD, chunking study sessions has multiple benefits:

• Reduces cognitive overload: Large amounts of information can feel overwhelming. Chunking allows students to focus on one piece at a time, making learning more digestible (Gathercole et al., 2008).
• Enhances memory retention: Cognitive research suggests that people remember information better when it is presented in smaller chunks, as opposed to one long session (Sweller et al., 2011).
• Boosts motivation: Completing smaller study tasks provides a sense of accomplishment, increasing motivation to continue (Deci & Ryan, 2000).
• Improves focus: Structured, short sessions align with the attention span limitations often experienced by individuals with ADHD, leading to more effective study time (Kofler et al., 2018).

Implementing Effective Chunking Strategies

1. Set Clear, Achievable Goals

Instead of vague objectives like "study biology," break the session into specific, targeted tasks such as "review photosynthesis mechanisms" or "complete practice questions on cellular respiration." This clarity provides direction and a sense of accomplishment upon completion (Zimmerman, 2002).

2. Utilize the Pomodoro Technique

The Pomodoro Technique is a well-known time management method that involves studying for 25-minute intervals followed by a 5-minute break. After four Pomodoros, take a longer break of 15-30 minutes. Research supports this approach, suggesting that structured breaks help sustain focus and prevent burnout. For students with ADHD, using a timer reinforces discipline and creates a predictable routine, which is beneficial for executive functioning (Solanto et al., 2001).

3. Create a Structured Environment

Designating a specific, organized study space free from distractions can significantly improve concentration. Environmental cues play a crucial role in cognitive performance, and a clutter-free, quiet space signals to the brain that it’s time to focus. Using noise-canceling headphones or background music designed for concentration (such as binaural beats) can also help minimize distractions (Cubillo et al., 2010).

4. Incorporate Movement Breaks

Studies indicate that physical activity enhances cognitive function and memory retention (Ratey & Hagerman, 2010). Incorporating short movement breaks, such as stretching, walking, or light exercises, between study sessions can help rejuvenate the mind and sustain focus. Even a five-minute walk between Pomodoro cycles can significantly improve alertness (Pontifex et al., 2013).

5. Use Visual Aids and Active Learning Techniques

Many students with ADHD benefit from visual learning methods. Tools like colour-coded notes, mind maps, and diagrams help structure information in an easily digestible format. Additionally, active learning techniques such as summarizing key concepts aloud, teaching the material to a friend, or engaging in discussions can improve comprehension and retention (Dunlosky et al., 2013).

6. Incorporate Multi-Sensory Learning

Multi-sensory learning involves engaging multiple senses while studying. Research suggests that using auditory, visual, and kinesthetic strategies together enhances learning outcomes (Shams & Seitz, 2008). For example, recording notes and listening to them while walking, using tactile learning tools like flashcards, or writing on a whiteboard can reinforce memory (Mayer, 2014).

Psychological Benefits of Chunking Study Sessions

Reduced Anxiety and Overwhelm

Breaking study sessions into smaller parts makes large assignments seem less daunting. This approach helps reduce the anxiety often experienced by students with ADHD when facing complex tasks (Eysenck & Calvo, 1992).

Increased Motivation and Dopamine Release

Dopamine, the neurotransmitter associated with motivation and reward, is often dysregulated in individuals with ADHD (Volkow et al., 2009). Completing small, manageable study goals triggers dopamine release, reinforcing positive study habits and boosting motivation (Arnsten, 2009).

Enhanced Productivity and Retention

Short, defined study periods prevent mental fatigue and allow for better retention of information. Instead of cramming large amounts of information in one sitting, chunking improves long-term learning by reinforcing concepts over multiple sessions (Bjork & Bjork, 2011).

Conclusion

Breaking study sessions into manageable chunks is a powerful and scientifically backed strategy for students with ADHD. By aligning study techniques with cognitive strengths and leveraging psychological principles, students can enhance focus, reduce anxiety, and improve academic performance. Implementing structured strategies such as the Pomodoro Technique, creating an optimal study environment, incorporating movement breaks, and utilizing multi-sensory learning can transform the educational experience. With the right tools, techniques, and support, students with ADHD can navigate the challenges of college and university life successfully and achieve their academic goals.

Finding Focus Care Team

We are a group of nurse practitioners, continuous care specialists, creators, and writers, all committed to excellence in patient care and expertise in ADHD. We share content that illuminates aspects of ADHD and broader health care topics. Each article is medically verified and approved by the Finding Focus Care Team. You can contact us at Finding Focus Support if you have any questions!

References

Arnsten, A. F. (2009). Stress signalling pathways that impair prefrontal cortex structure and function. Nature Reviews Neuroscience, 10(6), 410-422. https://doi.org/10.1038/nrn2648​

Barkley, R. A., & Murphy, K. R. (2010). Attention-deficit hyperactivity disorder: A clinical workbook. Guilford Press. Link

Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 56-64). Worth Publishers. ​Link  

Brown, T. E. (2013). A new understanding of ADHD in children and adults: Executive function impairments. Routledge.​ Link ​

Cowan, N. (2010). The magical mystery four: How is working memory capacity limited, and why? Current Directions in Psychological Science, 19(1), 51-57. Link

Cubillo, A., Halari, R., Ecker, C., Giampietro, V., Taylor, E., & Rubia, K. (2010). Reduced activation and inter-regional functional connectivity of fronto-striatal networks in adults with childhood Attention-Deficit Hyperactivity Disorder (ADHD) and persisting symptoms during tasks of motor inhibition and cognitive switching. Journal of psychiatric research, 44(10), 629–639. Link  (Cubillo et al., 2010).

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227-268. Link

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. Link  

Eysenck, M. W., & Calvo, M. G. (1992). Anxiety and performance: The processing efficiency theory. Cognition & Emotion, 6(6), 409-434. Link ​

Gathercole, S. E., Lamont, E., & Alloway, T. P. (2008). Working memory in the classroom. In S. J. Pickering (Ed.), Working memory and education (pp. 219-240). Academic Press.​ Link

Kofler, M. J., Raiker, J. S., Sarver, D. E., Wells, E. L., & Soto, E. F. (2018). Is hyperactivity ubiquitous in ADHD or dependent on environmental demands? Evidence from meta-analysis. Clinical Psychology Review, 62, 1-15. Link

Mayer, R. E. (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press.​ Link

Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81-97. Link   ​

Pontifex, M. B., Saliba, B. J., Raine, L. B., Picchietti, D. L., & Hillman, C. H. (2013). Exercise improves behavioural, neurocognitive, and scholastic performance in children with attention-deficit/hyperactivity disorder. The Journal of Pediatrics, 162(3), 543-551. Link  ​

Ratey, J. J., & Hagerman, E. (2010). Spark: The revolutionary new science of exercise and the brain. Little, Brown.​ Link  

Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411-417. Link  

Solanto, M. V., Marks, D. J., Mitchell, K. J., Wasserstein, J., & Kofman, M. D. (2001). Development of a new psychosocial treatment for adult ADHD. Journal of Attention Disorders, 5(3), 143-152. Link ​

Sonuga-Barke, E. J., Sergeant, J. A., Nigg, J., & Willcutt, E. (2010). Executive dysfunction and delay aversion in attention deficit hyperactivity disorder: Nosologic and diagnostic implications. Child and Adolescent Psychiatric Clinics of North America, 19(3), 311-322. Link  

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer.​ Link