Patients with ADHD may find it extremely difficult to learn. Problems with impulse control, the ability to focus and concentrate, boredom with routine, short term memory, and processing multiple instructions (Schlozman & Schlozman, 2000, p. 41; Wood, 2004, p. 36) can account for severe difficulties in classrooms, for the ADHD student, for the teacher and for the classmates. Schlozman & Schlozman (2000) recommend sevaral strategies for teachers to help students who suffer of ADHD: assignment books where students meticulously record their homework, due dates, etc. are a first approach. The authors recommend that these be meticulous enough to even record days with no assignments as "no homework". A second strategy is helping students break bigger assignments into smaller parts that seem more manageable and less overwhelming. Finally, they recommend the use of flashcards for review purposes. It seems that these ideas focus on helping students make up for their lack of strategic control (prefrontal) by providing external scaffolds that may help them be organized, stay on task, attack longer complex tasks by achieving smaller goals each time.
Jeffrey (Brown, no date), a man in his twenties who suffers from ADHD includes the following in a list of problems for learning: