What is AuDHD? How to Support Autistic Students with ADHD

AuDHD is the term used when someone is autistic and has ADHD. While ADHD and autism are separate diagnoses, they frequently co-occur. In fact, 50-70% of autistic individuals also meet the criteria for ADHD. Keep in mind that both autism and ADHD are underdiagnosed in certain communities, so the number may be actually greater.

On the “What is AuDHD” episode of the All Kinds of Minds podcast, AuDHD clinical psychology Dr. Lucas Harrington explained that it is important for educators to understand AuDHD because these students tend to experience unique challenges, and show unique strengths that do not show up the same way in students who are only autistic or only have ADHD. For example, an autistic student might thrive with routines and predictability, but their ADHD traits make sticking to those routines more difficult. 

Why AuDHD Students Are Often Misunderstood

AuDHD students are often misunderstood because schools usually look at autism and ADHD separately. This can result in gaps in support because AuDHD creates an experience that looks and feels different for each student. For example:

• An AuDHD student may seem inconsistent because one day they can hyperfocus on a task and the next day they struggle to start
• An AuDHD student may appear oppositional when sensory overwhelm from autism makes them want to withdraw, but impulsivity from ADHD may push them to seek simulation instead. The conflict between withdrawal and impulsivity can look like misbehavior.
• An AuDHD student may look lazy or unmotivated when their autistic need for clarity collides with ADHD-related difficulty in organizing tasks. What looks like lack of effort is often a genuine struggle to get started without the right supports.

When schools fail to recognize AuDHD as a unique learner profile, students may not receive the strategies and accommodations they need to thrive.

How to Support Students with AuDHD

Offer Predictable Routines with Flexibility

Many AuDHD students benefit from structure, but inflexibility can cause stress when ADHD traits make it hard to follow routines perfectly. Keep a consistent schedule, but allow for flexibility with movement breaks, opportunities to choose tasks, and self-paced work when possible. 

Support Executive Functioning

AuDHD students often struggle with planning, organization, and task initiation. These challenges can create frustration when autistic traits push them toward perfectionism but ADHD traits make it difficult to complete tasks in order.

• Use visual schedules, checklists, and timers to reduce reliance on memory alone
• Break tasks into smaller steps so students avoid overwhelm and experience success along the way
• Provide organizational tools like color-coded folders or digital reminders to help them manage responsibility and classes

Supports like these reduce stress and increase independence while setting students up to succeed.

Foster Self-Advocacy

Students who understand their own needs are better equipped to ask for accommodations, use coping strategies, and feel confident in who they are. 

• Teach students to recognize what they need and encourage them to ask for support without shame. 
• Ask questions like “What would help you get started” or “Do you need a movement break right now?” 
• Use tools like Social Cipher’s SEL game and curriculum, Ava, to give students a safe space to practice self-advocacy, decision-making, and emotional regulation skills.
• Celebrate self-advocacy when it happens, so students see it as a strength.

Use affirming tools and approaches

Traditional SEL tools often do not fully support AuDHD students because they are not designed with neurodiversity in mind. Affirming approaches and tools are those that build on strengths instead of trying to “fix” behaviors. 

• Incorporate games, roleplay, and interactive SEL resources. 
• Incorporate tools like Ava to allow students to explore real-life social and emotional challenges in a low-pressure way through gameplay. 
• Present content using video, audio, voice-to-text, interactive apps and other formats to reduce barriers to participation

Affirming tools can also help reduce stigma and increase belonging because students of all neurotypes are exposed to the same supportive strategies and positive language while using them.

Provide Sensory Supports

AuDHD students may experience sensory sensitivities that impact focus, comfort, and regulation. Without support, this can lead to meltdowns, shutdowns, and school avoidance. Be proactive by providing supports like noise-canceling headphones, fidgets, flexible seating, dimmer lighting, and even a sensory space. Providing these supports regularly, not just when the students show they need them, also sends the message that the students’ needs are respected and expected and nothing to be ashamed of.

Supporting AuDHD students means giving them tools that honor both their challenges and their strengths. Created by a neurodiverse team, Ava offers an interactive game and curriculum where students can practice valuable skills like emotional regulation, decision-making, and problem-solving in a way that feels natural and empowering. Let’s chat to see how we can help you support your students.

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Sources

Frontiers in Psychiatry. “ASD and ADHD Co-Morbidity: What Are We Talking About?” Link

Harrington, Lucas. "What is AuDHD?." All Kinds of Minds Podcast. Link

Social Cipher. “Social Cipher Sensory Space Guide.” Link

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