Written by: Mirjam de Winter
Last updated on: Ocotber 12th, 2026
Writing a thesis requires a great deal of independence. Over an extended period, you have to decide for yourself where to start, what to prioritise and when something is good enough. This can be particularly challenging if you have ADHD. These students can often explain their research topic very well, yet still struggle to get started or keep track of everything.
My name is Mirjam de Winter, and I am a psychologist and the founder of Topscriptie.
For years, I have supported students who struggle not only with the academic content but also with planning, getting started or finishing their work. This can happen when writing a thesis, completing a final-year project, developing a professional product or putting together a portfolio.
That is why, in my coaching, I focus not only on what needs to be done but also on how to get the work done. I make the next step concrete, help students set priorities and establish regular check-ins to review their progress together. Below, I share practical tips and explain what my support for students with ADHD looks like in practice, using the example of a student I work with. His name and identifying details have been changed.
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In many courses, assignments, classes and deadlines naturally help break the work into manageable parts. When you begin your final-year project, some of that structure disappears. This can be especially challenging if you have ADHD, because your brain works a little differently. You have to decide for yourself what to work on today, how long to spend on it and when to pick it up again. This requires planning, getting started, maintaining focus and finishing tasks.
Perhaps this sounds familiar: you sit at your laptop, reread all kinds of material and keep opening new tabs, but by the end of the afternoon, you have barely written anything. That does not mean you are not smart enough or that you do not understand the material. Sometimes, you simply need more external structure.
That is why I also focus heavily on the process in my coaching. We break the work into manageable tasks, sometimes with almost daily check-ins, create plenty of structure and agree on the next step.
One student I am currently supporting (I will call him Daan here) has ADHD, is gifted and is autistic. He finds his topic very interesting, understands it well and can talk about it at length. The main question for Daan is not whether he can handle the academic content, but how he can turn his knowledge into work that actually gets completed. What should he start with today? What really needs to be done? And when is it okay to leave something aside or consider it finished?
We have a short daily check-in during which I call him on WhatsApp. We also have two video calls per month via Microsoft Teams. We discuss what needs to be done that day, and I help him turn it into a concrete to-do list. Instead of a broad instruction such as “work on your thesis”, we define clear tasks that he can complete and tick off. We also discuss what he needs to pay attention to that day. This provides guidance and makes getting started feel less daunting.
For Daan, this consistent structure provides a sense of calm and a clear routine. His parents also appreciate seeing that there are clear agreements in place. Naturally, the precise approach I use varies from student to student: what works for one person may not be suitable for another.
I have noticed that Daan really wants to do his work well. As a result, he sometimes dives too deep (and for far too long!) into an interesting related topic. He may learn something from it, but in the meantime, he spends time and energy on something that is not included in the assessment criteria.
At times like these, we revisit the assignment and its assessment criteria. What absolutely needs to be included? What will help achieve a good result? And what is interesting but not essential? We put the last category on what we call a “parking list”. This allows him to write the idea down and get it out of his head without having to act on it straight away.
We also look at what lies behind his tendency to keep developing his work further. Perfectionism often plays a role; sometimes, it is difficult to know when you have gathered enough information. I therefore always tailor my support to the student’s individual needs. If the student has not yet reached the thesis stage, for example, I offer study coaching.
Daan also takes part in 45-minute online sessions with another student. They do not have to work on the same assignment. At the beginning of each session, they agree on what they are going to work on. Then they both get started, knowing that someone else is present on the other side of the screen. This makes it easier to begin and stay on task.
This way of working is often called body doubling: doing your work while another person is present. It is not a magic solution, but I have noticed that it can significantly lower the barrier to getting started for some students. Working in 45-minute blocks also makes the task feel manageable. You do not have to be productive all afternoon; just during that one work session.
If everything stays in your head, a thesis can quickly feel like one enormous, overwhelming task or mountain of work. Instead, write down the most important elements somewhere you can easily refer to them, such as in a mind map, on a whiteboard or in a document. For example, note down your topic, main research question, sub-questions, deadline and next action.
Make sure you also address your research question early on. Discuss your ideas with your supervisor and work together to make your topic as specific as possible.
Next, turn feedback into small, actionable tasks. “The research question is too broad” is not yet something you can immediately act on. “Choose one target group and one context” is. Whether you are creating a professional product or putting together a portfolio, it helps to divide each component into small tasks, each with its own deadline.
Learn more about writing a professional product.
Read more about the Pomodoro Technique.
You do not have to figure everything out on your own. It is worth discussing with your student adviser, mentor or academic counsellor how they can support you. The available options and eligibility requirements vary by institution and programme, so ask what is possible in your situation.
Some institutions, for example, offer students with ADHD support with study skills, help with procrastination or exam accommodations. Ask what documentation may be required and where you can find the current eligibility criteria.
It may be helpful to have someone work alongside you if you notice that you:
At Topscriptie, you work with a dedicated supervisor who helps you manage the process. You remain responsible for your own work; together, we create a clearer overview, establish clear agreements and identify a realistic next step.
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