Joan Prats Shares Five Back to School Tips for ADHD Students

SANTO DOMINGO. Psychologist and journalist Joan Prats has outlined five key strategies to help students with Attention Deficit Hyperactivity Disorder adapt to returning to school.

Writing in Santo Domingo on August 21, 2026, Prats detailed practical techniques for managing academic pressure, while emphasizing that self-regulation strategies must complement professional medical evaluation.

Attention Deficit Hyperactivity Disorder, commonly known as ADHD, is a neurodevelopmental condition characterized by symptoms such as difficulty maintaining attention, impulsivity, and hyperactivity. Prats explained that hyperactivity does not strictly mean physical restlessness, as it can also manifest as internal mental activity. He added that individuals with ADHD may also experience periods of hyperfocus on subjects that strongly interest them.

With the end of summer, students face the return of fixed schedules, assignments, examinations, and daily academic responsibilities. Prats noted that these returning demands often create significant additional hurdles for students living with the condition.

Medical Evaluation and Personal Experience

Before sharing specific advice, Prats stressed that anyone who suspects they have ADHD should first consult a qualified psychologist, psychiatrist, or medical professional for a proper evaluation and treatment plan. He cautioned against self-diagnosing based on symptom checklists, pointing out that concentration, organization, and time management difficulties can stem from a variety of distinct causes.

Prats explained that his suggested techniques are based primarily on his personal experience as a student and are not rigid rules. Because ADHD manifests differently in each person with varying combinations of symptoms, he noted that strategies that work for one individual may require adjustments or testing to suit another.

According to Prats, managing the condition is not simply a matter of trying harder or telling oneself to focus. Instead, it requires understanding how one's mind operates and finding ways to work alongside it rather than struggling against it throughout the school day.

Timed Study Capsules and Goal Setting

Sitting down before a textbook with the expectation of studying continuously for two or three hours can feel intimidating. To overcome this hurdle, Prats suggested breaking study sessions into much smaller time capsules that alternate focused effort with short rest periods.

Prats shared his personal routine of maintaining total focus on a task for five minutes, followed by a ten-minute break to engage in an enjoyable activity that clears his mind, before beginning the next study capsule. He noted that other students might find greater success studying for intervals of 15, 20, or 30 minutes before taking a break.

He emphasized that time figures should not become strict rules, encouraging students to experiment until they discover a manageable rhythm. Additionally, Prats recommended setting a specific, limited objective for each capsule, such as solving three math problems rather than broadly attempting to study mathematics, which converts large assignments into achievable goals.

Classroom Focus and Stimming Tools

Prats observed that paying attention during class does not always require remaining completely still. He explained that some individuals benefit from stimming, which involves performing repetitive physical movements or actions that assist with emotional and cognitive self-regulation.

In his own experience, Prats mentioned using a small hand toy while listening to a lecture. He emphasized that any object used for stimming must remain small and discreet so that it does not become a new source of distraction for the student or surrounding classmates.

He added that stimming is not a universal requirement for everyone with ADHD, warning that if a tactile object draws focus away from the teacher, it is not serving its intended purpose. He advised students to discuss potential classroom support tools with their teachers and healthcare professionals.

Flexible Routines and Environmental Cues

While the concept of a routine can sound monotonous, Prats noted that structured habits provide essential support for students struggling with organization and time management. He clarified that a routine does not mean scheduling every minute of the day or imposing military style precision.

Instead, a routine can involve setting approximate timeframes for studying, resting, and fulfilling personal obligations. Prats also suggested creating environmental associations, such as designating a specific spot for homework, so that sitting in that location serves as a mental cue to begin working.

Furthermore, Prats stressed that routines do not need to be perfect. On days when a schedule falls apart, students should return to it the following day rather than viewing the interruption as a failure or abandoning the system entirely, ensuring that structure remains helpful rather than a source of pressure.

Sleep, Nutrition, and Task Lists

Balancing examinations, class projects, and social commitments often leads students to sacrifice sleep or nutrition to gain extra hours. Prats warned that attempting to study while exhausted makes demanding academic tasks even harder to accomplish.

He emphasized the importance of basic self-care, including adequate sleep and proper nutrition, to support brain function during demanding academic periods. He noted that while lifestyle habits do not eliminate ADHD or replace medical treatment, they form a critical foundation for overall health.

To reduce mental clutter, Prats recommended transferring all pending responsibilities into written task lists. Keeping upcoming exams, assignments, emails, and projects floating in one's head creates unnecessary stress, whereas writing them down allows students to visualize, organize, and prioritize their workload.

Prats also advised breaking large projects into smaller steps, such as dividing a presentation into research, image selection, drafting, slide creation, and practice. He added that crossing completed items off a list offers a satisfying sense of progress that builds momentum for subsequent tasks.

Achieving Academic and Professional Goals

In conclusion, Prats affirmed that while living and studying with ADHD presents distinct challenges, the condition does not prevent students from reaching their academic or professional ambitions. He noted that individuals with ADHD can achieve full, successful careers when equipped with appropriate guidance and effective coping strategies.

He concluded that the ultimate goal is not to find an ideal standard for studying, but to discover a personalized approach that works. That journey begins with professional guidance, self-understanding, and the realization that working differently does not mean working with any less effort.