Setting Alarms for Task Reminders

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

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Last Update: August 10th, 2025 | Estimated Read Time: 8 min

Why Alarms Are More Than Just Wake-Up Calls

For students with Attention-Deficit/Hyperactivity Disorder (ADHD), university or college can be both exciting and overwhelming. Along with the independence comes a packed schedule, academic demands, and constant deadlines. While alarms are often seen as tools for waking up, they can become a powerful productivity aid for students navigating the fast-paced post-secondary environment.

ADHD affects the brain’s executive functions, skills responsible for planning, time management, and self-regulation. This means remembering deadlines, starting assignments, and switching between tasks can be harder. Setting strategic alarms isn’t just a reminder; it’s a cognitive support that can help bridge the gap between intention and action.

The ADHD-Time Perception Connection

Many students with ADHD experience time blindness, a reduced ability to perceive how time passes and to estimate how long tasks will take. According to Nadeau (2005), this can lead to procrastination, missed deadlines, and last-minute rushing. Research shows that external time cues, such as alarms or timers, can improve task initiation and follow-through in people with ADHD by providing concrete signals to act (Barkley et al., 2008).

In the post-secondary setting, this can make the difference between:

• Starting research early vs. cramming the night before.
  
  
• Leaving for class on time vs. missing the first ten minutes.
  
  
• Submitting an assignment by the deadline vs. scrambling for an extension.

Common Challenges in Post-Secondary Life

Some of the biggest productivity barriers for ADHD students include:

• Overwhelm from unstructured time: Classes may only take up part of the day, but self-directed study requires structure.
  
  
• Difficulty shifting focus: Moving from one subject or task to another can cause mental “lag.”
  
  
• Hyperfocus: Getting absorbed in one activity while forgetting everything else, including eating or attending class.
  
  
• Underestimating task duration: Believing something will take 15 minutes when it takes 90.
  
  
• Forgetting deadlines: Especially when assignments are due weeks after they’re assigned.

Strategically placed alarms can help address each of these challenges.

How Alarms Work as an ADHD Productivity Hack

Setting alarms leverages two key ADHD-friendly principles: external structure and cue-based activation.

• External structure: Instead of relying solely on memory, alarms provide external prompts that guide action.
  
  
• Cue-based activation: An alarm acts as an immediate trigger to start or switch tasks, bypassing procrastination cycles.
  
  

A study by Advokat et al. (2011) found that ADHD students who used structured time-management strategies, such as reminders and scheduling tools, reported higher academic satisfaction and lower stress.

Practical Ways to Use Alarms in Post-Secondary Life

1. Class & Lecture Reminders

Set an alarm 15–20 minutes before class to give yourself enough time to gather materials, log into an online platform, or walk across campus.

Pro tip: Use a distinct tone for class alarms so your brain associates it with “time to move.”

2. Assignment Start Dates

Instead of just noting the deadline, set alarms for the start date, the day you commit to beginning research or drafting.

3. Study Session Breaks

The Pomodoro Technique (25 minutes work / 5 minutes break) can be supercharged with alarms to manage both work and rest periods, preventing burnout and distraction.

4. Daily Routine Anchors

Use alarms for meals, exercise, and wind-down routines. Consistency improves focus and energy levels (Kofler et al., 2019).

5. Task-Switching Alerts

If you tend to hyperfocus, set an alarm to signal when it’s time to switch activities,  especially before fixed commitments like labs, group work, or appointments.

Choosing the Right Type of Alarm

Different alarm types work better for different needs:

• Phone Alarms: Highly customizable, portable, and can be labelled for specific tasks.
  
  
• Smartwatches: Provide discreet vibrations, ideal for quiet lecture halls or libraries.
  
  
• Computer Reminders: Useful when working on assignments to prevent losing track of time.
  
  
• Physical Timers: Great for those who prefer visual countdowns.

Some students benefit from layering alarms, for example, a smartwatch vibration followed by a phone chime, ensuring the reminder can’t be ignored.

Tips to Make Alarm Reminders Stick

1. Label Every Alarm: Instead of “Alarm 3,” use “Start Drafting History Essay” or “Leave for Chem Lab.”
   
   
2. Use Pleasant but Distinct Sounds: Harsh alarms can cause anxiety; choose tones that are attention-grabbing but not stressful.
   
   
3. Limit Snoozing: Each snooze undermines the alarm’s reliability. Consider placing your device away from your bed or desk to force movement.
   
   
4. Combine with Visual Reminders: A calendar or sticky notes can reinforce what the alarm signals.
   
   
5. Review & Adjust Weekly: Remove alarms that no longer serve you and set new ones based on upcoming tasks.

Integrating Alarms into a Broader Productivity System

While alarms are powerful, they work best when paired with other ADHD-friendly strategies:

• Weekly Planning: Schedule alarms at the start of each week based on syllabi and personal priorities.
  
  
• Task Chunking: Break large assignments into smaller steps and set alarms for each step.
  
  
• Accountability Partners: Combine alarms with a friend or study buddy who checks in when your alarm goes off.

A random alarm without a plan can feel disruptive. A strategic alarm that fits into your study plan feels supportive.

When Alarms Might Not Work

For some students, alarms can become background noise if overused. If you notice you’re ignoring them:

• Reduce the total number and keep only the most important.
  
  
• Change the sound and placement regularly to keep them novel.
  
  
• Pair alarms with immediate physical action (stand up, open a file, walk to class).

When to Seek Extra Support

If alarms aren’t enough to manage deadlines and daily tasks, consider:

• ADHD Coaching: Coaches can help set up personalized systems that integrate alarms with time-management strategies.
  
  
• Assistive Technology: Apps designed for ADHD may combine alarms with focus tools, progress tracking, and positive reinforcement.
  
  
• Academic Accommodation: Many post-secondary institutions offer supports like assignment extensions or note-taking assistance.

Final Thoughts: Small Beeps, Big Impact

For students with ADHD, post-secondary life is full of opportunities and challenges. Alarms may seem like a small tool, but when used strategically, they can transform time management, reduce stress, and boost productivity.

By understanding your own attention patterns, choosing the right types of alarms, and integrating them into a broader support system, you can turn a simple sound into a powerful success signal.

The key is not just setting the alarm, it’s acting on it. Over time, these small, intentional actions can build the academic consistency and confidence you need to thrive.

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

Advokat, C., Lane, S. M., & Luo, C. (2011). College students with and without ADHD: Comparison of self-report of executive functioning, ADHD symptoms, and academic achievement. Journal of Attention Disorders, 15(8), 656–666. Link

Barkley, R. A., Murphy, K. R., & Fischer, M. (2008). ADHD in adults: What the science says. New York, NY: Guilford Press. Link

Kofler, M. J., Raiker, J. S., Sarver, D. E., Wells, E. L., & Soto, E. F. (2019). Is hyperactivity ubiquitous in ADHD or dependent on environmental demands? Evidence from meta-analysis. Clinical Psychology Review, 67, 17–33. Link

Nadeau, K. G. (2005). Time management for college students with ADHD. Journal of Postsecondary Education and Disability, 18(1), 5–15. Link