Utilizing Note-Taking Services

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

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

Navigating University or College with ADHD

Transitioning from high school to post-secondary education can be both exciting and overwhelming. For students with Attention-Deficit/Hyperactivity Disorder (ADHD), the change often brings new challenges, larger class sizes, longer lectures, increased self-directed learning, and more complex assignments. While these demands can magnify difficulties with focus, organization, and working memory, the right academic accommodations can bridge the gap between potential and performance.

One of the most valuable, yet sometimes underutilized, supports is note-taking services, a structured resource that ensures students have consistent, high-quality lecture notes, even when ADHD symptoms make in-class note-taking difficult.

Understanding how to access, use, and integrate this service into daily academic life can make a profound difference in both academic success and mental well-being.

Why Note-Taking Services Matter for Students with ADHD

ADHD is a neurodevelopmental condition that affects executive functioning, the mental processes that help with organizing, planning, and sustaining attention. Research shows that university students with ADHD are more likely to experience academic underachievement, increased stress, and reduced retention of lecture material compared to their neurotypical peers (Advokat et al., 2011).

In post-secondary settings, note-taking is a cognitively demanding task. Students must listen, process, and record information in real time, often while filtering out distractions. For individuals with ADHD, this multi-tasking can be particularly difficult.

Common challenges include:

• Missing key points because attention drifts.
  
  
• Writing too slowly to capture main ideas.
  
  
• Difficulty identifying what is most important.
  
  
• Fatigue from constant effort to focus.

Note-taking services reduce these barriers by ensuring students have reliable access to clear, organized lecture notes, allowing them to engage with the material without the constant fear of missing critical information.

How Note-Taking Services Work in Canadian Post-Secondary Institutions

Most Canadian universities and colleges offer note-taking services through their Accessibility or Student Support Centres. These services are typically provided as an academic accommodation following documentation of ADHD by a qualified professional.

Service formats can include:

• Peer note-taking: A volunteer or paid student in the same course uploads their lecture notes to a secure platform for eligible students.
  
  
• Professional note-taking: Hired staff provide detailed, accessible notes for lectures.
  
  
• Assistive technology integration: Lecture capture software, smart pens, or transcription services that allow students to replay and annotate content.

According to the Canadian Association of College & University Student Services (CACUSS), note-taking accommodations are one of the most frequently approved supports for students with ADHD, yet many do not fully use them due to lack of awareness or uncertainty about how to integrate them effectively.

The Evidence: Why External Notes Boost Academic Outcomes

The benefits of note-taking services go beyond convenience, they can meaningfully improve learning outcomes. A study by Boyle et al. (2012) found that students who received instructor-provided notes or peer notes performed better on tests, retained more information, and experienced less academic anxiety compared to students without access to these supports.

For students with ADHD, the impact can be even greater. By reducing the cognitive load during lectures, note-taking services free up mental resources for listening, understanding, and participating in discussions. This aligns with cognitive load theory, which suggests that working memory has limited capacity, particularly in individuals with executive functioning challenges (Sweller, 2011).

When students have high-quality notes available, they can:

• Focus on the lecture without splitting attention between listening and writing.
  
  
• Review and annotate notes after class, reinforcing learning.
  
  
• Use notes as a study guide for assignments and exams.

Practical Tips for Maximizing Note-Taking Services

Simply having access to notes is helpful, but actively engaging with them can turn a good accommodation into a transformative academic tool.

1. Preview Before Class

If lecture slides or reading materials are available beforehand, skim them so you know the main themes. This mental “roadmap” makes it easier to follow along and spot key points in the notes later.

2. Combine Notes with Active Learning

Research shows that students who interact with notes, highlighting, summarizing, or rewriting them, retain more information (Kiewra, 1989). Treat the provided notes as a base, then personalize them with examples, diagrams, or clarifications from your own perspective.

3. Use Notes to Support Memory Strategies

Pair notes with ADHD-friendly study methods like spaced repetition, flashcards, or verbal recitation. For example, after reviewing a page of notes, close it and try to recall the main points aloud.

4. Integrate Assistive Technology

If possible, combine note-taking services with digital tools such as text-to-speech software or annotation apps. Hearing the material while following along visually can strengthen comprehension, especially for students with auditory or visual learning preferences.

5. Communicate with Note-Takers

If the service allows, provide feedback to your note-taker on what helps you most, clear headings, bullet points, or diagrams. This ensures the notes align with your learning style.

Addressing Common Concerns

Some students worry that relying on note-taking services might make them dependent or less engaged in class. In reality, research suggests the opposite, access to quality notes often leads to increased participation and better focus during lectures (Palmatier & Bennett, 1974).

Others fear stigma or judgement from peers. It’s worth remembering that accommodations exist to level the playing field, not to give unfair advantages. In many cases, peers are unaware of who is using note-taking services, and confidentiality is maintained through secure online systems.

When Note-Taking Services Are Not Enough

While note-taking services are powerful, they are most effective as part of a broader academic support plan. For students with ADHD, this might also include:

• Time management coaching.
  
  
• Reduced-distraction testing environments.
  
  
• Priority registration to manage course load.
  
  
• Counselling or ADHD coaching for academic skills.

If you find that even with notes you are struggling to keep up, it may be worth exploring other accommodations or skill-building resources.

Accessing Note-Taking Services: Step-by-Step

1. Gather Documentation: You will need a formal ADHD diagnosis from a qualified professional (psychologist, psychiatrist, or nurse practitioner) outlining functional academic impacts.
   
   
2. Register with Accessibility Services: Contact your institution’s Accessibility Centre to discuss your needs.
   
   
3. Approval & Setup: Once approved, the service will be arranged, and you’ll be given access to a secure platform for downloading notes.
   
   
4. Integrate with Your Study Routine: Make time each week to review, annotate, and test yourself on the notes provided.

Final Thoughts: Turning a Support into a Strength

Utilizing note-taking services isn’t about doing less, it’s about learning smarter. For students with ADHD, these services can reduce stress, improve comprehension, and free up mental space for deeper engagement with course content.

By combining this accommodation with active learning strategies and other supports, students can build a more sustainable, confident approach to their studies, transforming note-taking from a source of frustration into a tool for success.

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 medication usage, study habits, and academic achievement. Journal of Attention Disorders, 15(8), 656–666. Link

Boyle, J. R., Rosen, S. M., & Forchelli, G. (2012). Exploring metacognitive strategy use during note-taking for students with learning disabilities. Learning Disabilities Research & Practice, 27(2), 89–101. Link

Kiewra, K. A. (1989). A review of note-taking: The encoding–storage paradigm and beyond. Educational Psychology Review, 1(2), 147–172. Link

Sweller, J. (2011). Cognitive load theory. Psychology of Learning and Motivation, 55, 37–76. Link