A recent Education Week article by Elizabeth Heubeck, titled “Does Extended Time on Tests Actually Help Students with ADHD?”, takes a critical look at one of the most widely used classroom accommodations: giving students with ADHD extra time to complete assignments or exams.
At first glance, this practice feels intuitive; more time should equal more opportunity for success. But as the article points out, the research tells a more complicated story. For many ADHD students, extended time may not only fail to help — it can actually hinder performance.
When More Time Isn’t the Answer
The article cites multiple experts, including Dr. Gregory Fabiano of Florida International University, who describes the idea of giving a distracted student more time to stay distracted as “an absolutely absurd recommendation.” Studies show that students with ADHD often perform worse per minute when given extra time, as attention and focus often wanes over longer periods.
Nevertheless, extended time remains one of the most commonly prescribed accommodations for ADHD in K-12 and higher education. Why? Because it’s easy to apply, inexpensive to implement, and (on the surface) seems fair.
But as Huebeck’s article makes clear, effective support for neurodiverse learners can’t come from a one-size-fits-all approach. It requires understanding how each student learns best and empowering them with strategies that build independence and confidence.
Dr. Carrie Hall’s Perspective: Building Self-Advocacy and Self-Awareness
That’s where Dr. Hall, our principal, shares an inspiring model. Quoted in the Education Week article, she shares that roughly 60% of Bridges students have ADHD, and the Bridge’s approach reframes what true support looks like.
Rather than relying on external controls, like rigid break schedules or extended testing periods, Dr. Hall and our teachers empower students to recognize and advocate for their own needs.
“We have found that to be more successful than saying, ‘You have to do this. You can’t take a break until it’s time,’” Dr. Hall states in the article.
At Bridges, students learn to self-identify when they need to step away and how to return productively to the task at hand. This practice doesn’t just improve academic focus — it fosters essential life skills such as self-regulation, emotional awareness, and executive functioning.
From Accommodation to Empowerment
Dr. Hall’s philosophy represents a powerful shift from accommodation to empowerment. Instead of simply removing barriers, Bridges Middle School helps our neurodiverse students develop the skills to navigate challenges independently.
This aligns with the growing movement in education and mental health referenced in Huebeck’s piece: Prioritize resilience, self-understanding, and adaptive problem-solving over static supports.
Why This Conversation Matters
Heubeck’s Education Week article underscores a crucial truth: well-intentioned accommodations don’t always equal effective ones. As parents, educators, and practitioners, we must continually ask not just what helps in the moment, but what helps for life.
Our mission and teaching approach at Bridge exemplifies this vision. Teaching students to understand their own brains, advocate for what they need, and build habits that serve them well beyond the classroom has proven to be the most beneficial for our students.
Read the full article here:
- Does Extended Time on Tests Actually Help Students with ADHD?
Elizabeth Heubeck | Education Week | 13 October 2025