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Resources for Neurodivergent Students and Students with Disabilities

This page offers information for students who identify as neurodivergent, who have disabilities that impact their academic work, and/or who are looking for support with managing their academic endeavors at Northwestern.

Do you struggle at times to stay focused in class? Do you find it challenging to organize your time or stay on top of your course assignments? Would you find it helpful to gain new strategies for managing your time and navigating your academic work?

You’re not alone! Struggling with “executive functioning” — managing the many complex cognitive tasks required for learning and studying — is a common experience in college. For students with autism, ADHD, dyslexia, and other identities, executive functioning can be a regular challenge. Finding the right strategies can help.

Whether you’ve been diagnosed with a disability, identify as neurodivergent,* experience learning differences, or simply could use support in key academic areas, the information below can help you find strategies that work.

Common Questions

I had accommodations/modifications at school before coming to Northwestern. How do I initiate the process to receive them on campus?

If you are an undergraduate with the necessary paperwork for formal accommodations, you can reach out to Accessible NU to start the process of requesting accommodations at Northwestern. If you do not have appropriate documentation, or are unsure whether you do, AccessibleNU can help you understand what is needed.  

I think I might have a disability impacting my academic performance, but I don't have documentation because I haven't been evaluated. How can I get an evaluation?

A medical or mental health provider who is treating you can submit a verification form to AccessibleNU. If you are in need of a mental health provider, Counseling and Psychological Services (CAPS) has a provider-finder tool that allows you to filter by type of service provided. For testing related to ADHD, autism, or learning disabilities, a neuropsychologist is typically the type of provider you would consult with. If evaluation testing costs are a concern, financial assistance may be available through an emergency aid request. For more information, please visit the AccessibleNU website. 

I haven’t been diagnosed with a disability, but I have a short-term situation making it difficult for me to get my work done. Can I still get support?

Depending on your individual situation, you may be able to arrange a temporary accommodation with AccessibleNU. A good first step is to talk with your academic advisor and discuss what options are available to you. In addition to these supports, you can reach out to your instructors directly to explain your situation. You may find it helpful to use this sample email template to communicate your needs to faculty members.   

What resources does Northwestern offer to help me stay on track and organize my time?

The following resources can be helpful: 

  • Peer Academic Coaching – a one-to-one accountability partner you can meet with regularly, on your schedule 
Other resources to keep in mind: 
  • Study groups: Peer-based support and structured study time in 30+ STEM courses 
  • The Writing Place: Coaching for written assignments of any kind, from brainstorming initial ideas to final execution  

I struggle to get started with assignments, planning out a viable study schedule, and stay organized when I’m working on a project. What should I do?

Many people struggle with starting, staying focused on, and pacing themselves during an assignment or project — so you are not alone in trying to figure out a solution!  There are a variety of reasons for difficulty with these “executive functioning” skills, and understanding what the reasons are for you is a good place to start. For instance, are you having trouble getting started because you feel overwhelmed by an assignment or don’t know where to start? Are you having difficulty sticking with a project because you don't feel interested in it? Are you finding it hard to juggle and prioritize your various tasks and obligations?   

If you feel your procrastination stems from the difficulty or rigor of your assignments, you can: 

  • Try out a number of study strategies to change up the way you reinforce learning in your courses  

If the task feels too overwhelming to start:  

  • Parse down your project into more manageable chunks, giving yourself the space and time to take things one step at a time.  
  • Consider who you work best with: Do you work best alone or with friends? For some, having a work buddy can be energizing, but for others it can be a distraction.  
  • Consider your work environment: Are you in a space that’s conducive for you and minimizes distractions? How is the lighting/noise set-up in your space?  

Lastly, it’s important to remember that our brains often are motivated after we start a task, not before. Try not to wait for the “perfect time” or ideal context to start, and instead try finding an accountability partner to keep you on track with your deadlines. It may also be possible that your reluctance to begin work is part of a mental health concern or condition. If you think you may benefit from support with mental health concerns, consider reaching out to CAPS to schedule an appointment. Other types of support might be found through Northwestern’s Health Promotion and Wellness resources, or finding community through Religious and Spiritual life 

I have a lot of trouble paying attention in class, and/or my class notes don’t help me understand the content later. What can I do?

This is a common concern, especially for students who struggle to stay focused on one task or presentation for a long period of time without getting distracted.  

Consider whether you are taking effective notes for conceptual understanding, rather than just for memorization of terms or transcriptions of the lecture. Use the syllabus and solid notetaking techniques to practice previewing content, taking effective notes, and then reviewing the concepts later on. You may want to consider checking your understanding during class after every subtopic or 10-minute interval, in order to help re-direct you back to whether you are comprehending. Additionally, try writing down specific questions in your notes that you can use to take to a TA or instructor’s office hours. These metacognitive techniques can help you identify earlier on when you don’t understand and can also help you regulate your attention on the class lectures. There is no one-size-fits-all solution, however, so explore your options.  

In addition to your notes, some instructors will offer recordings of their lectures or offer additional discussion groups to be used in conjunction with attending class. Please refer to the policies on class recordings before implementing this support. Recordings are a useful tool, but often are most helpful when used to reinforce or add to what you originally understood in the original discussion. Additionally, if you are registered with AccessibleNU, check to see what note-taking accommodations or recording devices you might be able to use for classes that aren’t recorded. 

I’m not sure how I learn best or where to start in terms of independent studying. Are there different ways of studying that I’m unaware of?

“Studying” is a broad term, and often not all studying techniques and strategies are equally effective for everyone. You’re on the right track, though; students who understand how they learn best and develop individualized routines are able to study more efficiently and effectively! While certain passive learning strategies such as flash cards or re-reading notes may help with memorization, you may find them limiting in terms of application of and engagement with the material. Some helpful active study strategies include formulating specific questions as you review, teaching the concepts to a peer, connecting material to personal background knowledge or real-life examples, or participating in a group review/discussion. ASLA also offers a variety of other resources and study suggestions to find strategies for success 

Still have more questions? Schedule a consultation or consider peer academic coaching to help set goals and try out new methods of studying and time management.  

I experience a lot of anxiety when it comes to taking exams. What can I do to minimize these stressors and ensure that my grades better reflect my knowledge of the material?

The rigor and expectations of Northwestern can be stressful, and it is understandable that assignments that make up a large portion of your grade weigh heavily on you. If your anxiety is debilitating and/or affecting your ability to function well, you may want to consider looking at Northwestern’s wellness resources or making an appointment with CAPS. In addition, if you have the proper documentation to receive services from ANU, you may want to discuss with them accommodations such as receiving extra time for exams or projects.  

Outside of these campus supports, there are multiple self-guided methods that can be used (in tandem with external support) to reduce your anxiety and feel more present during exams. Evidence-based practices include positive reframing, expressive writing, and mindfulness practices. Building in mindfulness habits over time can also help redirect your attention to the present moment. It’s also important to remember that a little bit of stress is a good thing; it’s when it is adversely affecting your health or academic performance that it becomes a concern.  

Can AI technology like ChatGPT be a useful tool for academic support? Are we allowed to use AI under University policies?

AI, like any technology, has its valuable uses and can be a good supplemental resource for understanding class content and reviewing concepts. However, please make sure you are aware of the University’s guidance on using AI as well as your school’s academic integrity policies before using AI platforms for support. It’s also important to remember that long-term learning happens when you work through difficult material and practice frequently, so be mindful that AI-generated content is not a replacement for your brain’s own processes!  

I’m having trouble generating ideas or getting started on a term paper. What do I do?

First, you might consider whether you have a good understanding of the course content and whether you understand the prompt for the paper. Generate questions to bring to faculty or TA office hours if you feel that you need to better understand the assignment or material before starting your paper. Pre-writing strategies can help you develop the main points you hope to make in your paper, either by yourself or with a peer. As with other assignments, you may also want to consider developing a routine by finding an environment that is conducive for working and mapping out in your schedule when to complete each step of the writing process.  

You can schedule an appointment with The Writing Place to brainstorm ideas for your paper, organize your thoughts into an outline, and/or review and make edits once you have a draft. You can also check out their practical writing resources and other discipline-specific writing guides. You can always schedule a consultation with ASLA as well if you want to discuss a wide array of strategies to get started.  

Key Campus Resources  

AccessibleNU 

Academic Coaching  

ASLA Consultations 

CAPS Provider Referral List   

Peer Tutoring 

*Neurodivergence is a non-clinical, broad term for brains that function or process information differently from what is considered typical within society (e.g., learning disabilities, ADHD, autism, mental health concerns, “gifted,” etc.).