This article is a summary of a presentation delivered at the iDiversity Assistive Technology Innovation Festival on the 18th of June 2026. It explores practical methods of support and strategies for individuals with co-occurring ADHD and Dyslexia.

Approximately 10% of the UK population are affected by Dyslexia and an estimated 3 million have ADHD. With increasing awareness and diagnosis, there is a growing need for educators, employers, and support professionals to effectively understand individuals with these cognitive profiles.

Research suggests that up to 40% of individuals experience co-occurring ADHD and Dyslexia. Whilst these are distinct conditions, together they create a unique cognitive profile. Effective support therefore requires an understanding of not only each condition individually, but also how they interact and the combined impact they can have on learning, work, and everyday life.

Many of the challenges associated with co-occurring ADHD and Dyslexia can appear similar on the surface, but the underlying cause behind these behaviours can differ, and may even overlap. For example, difficulty starting a task may be linked to ADHD-related executive functioning difficulties that affect activation and motivation, Dyslexia-related processing demands such as interpreting written instructions or knowing where to begin, or a combination of both. When ADHD and Dyslexia co-occur, these barriers often reinforce one another, making everyday tasks even more challenging.

By identifying the underlying cause of the difficulty, support can be matched more effectively to the barrier. In this article, we explore four key areas of challenge for individuals with co-occurring Dyslexia and ADHD, and present strategies that may support these underlying needs.

Time Management and Focus

Individuals with ADHD can experience challenges with time blindness and regulating attention. This can make it harder to estimate task duration, prioritise effectively, and maintain focus on tasks.

For those with Dyslexia, processing written information often requires additional time and cognitive effort. Reading, writing, proofreading, and working under time pressure can therefore take longer and become more mentally demanding.

Therefore, individuals with co-occurring ADHD and Dyslexia may find it challenging to manage time and maintain focus for various reasons. Strategies that may support this cognitive profile include:

Strategy	Reason
Allocate time to review and check work separately from task completion.	Reduces pressure to complete without proofreading and supports error correction.
Use the Pomodoro Technique (25-minute work periods followed by 5-minute breaks). This could include using physical Pomodoro timers.	Breaks tasks into manageable chunks, improving focus and reducing cognitive overload and avoidance.
Schedule demanding tasks during peak focus and productivity times.	Tailors planning to individual energy patterns and reduces fatigue-related difficulties.
Manage environmental, internal, and task-related distractions, such as using noise-cancelling headphones and sit-stand desks.	Supports sustained attention on the task at hand.

Motivation

In ADHD, motivation is often linked to urgency, interest, novelty, and accountability. Self-discipline alone is often not sufficient, as these factors significantly influence task engagement.

For individuals with Dyslexia, motivation can be affected by uncertainty, previous negative experiences, and reduced confidence.

Motivation tends to improve when individuals can see progress and have their successes recognised. Strategies that may support co-occurring ADHD and Dyslexia include:

Strategy	Reason
Gamification (integrating game design elements to support goals, such as rewards, points, levels, and challenges).	Increases engagement and supports task completion.
Set clear expectations, including what ‘good’ looks like.	Provides clarity and direction, supporting progress and focus.
Regularly review progress and celebrate achievements.	Reinforces success and helps reduce self-doubt.

Task Initiation

Task initiation can be challenging for both cognitive profiles. For individuals with ADHD, challenges are often related to executive functioning and activation. Even when someone understands what needs to be done, getting started can feel disproportionately difficult.

Alternatively, for individuals with Dyslexia, task initiation can be affected by processing demands. Long instructions, large amounts of text, or uncertainty about expectations can create barriers before the task even begins.

For individuals with co-occurring ADHD and Dyslexia, this can create layered barriers. Strategies that may support both profiles include:

Strategy	Reason
Break tasks or information down into smaller, more manageable steps and identify the first actionable step. This could be completed using mind mapping software.	Reduces overwhelm, supports task activation, and lowers processing demands.
Utilise assistive technology, such as text-to-speech or speech-to-text software.	Supports information processing and enables quicker understanding and action
Apply the five-minute rule (begin a task for just five minutes).	Helps overcome initial activation barriers and reduces avoidance.

Confidence, Emotions, and Feedback

Those with ADHD and Dyslexia can experience challenges with confidence, self-doubt, and managing emotions due to emotional dysregulation, negative experiences in education and work, and feeling misunderstood.

For those with ADHD, emotional regulation and rejection sensitivity can have a significant impact on how individuals approach education and work. Similarly, individuals with Dyslexia may experience reduced self-confidence due to repeated experiences of difficulty, particularly in educational settings.

Therefore, supporting individuals to feel understood, capable, and confident is essential. This could include:

Strategy	Reason
Develop emotional regulation toolkits tailored to the individual (e.g., identifying calming or grounding strategies).	Supports emotional regulation in the moment and reduces downstream impacts on focus and performance.
Support wellbeing (sleep, hydration, nutrition, and self-care).	Ensures individuals are in an effective state to engage effectively with tasks.
Set clear and realistic goals, with structured progression over time.	Provides a clear pathway for achievement, supporting motivation.
Provide balanced feedback that includes strengths as well as areas for development.	Supports confidence and reduces emotional reactivity to feedback.

Other Considerations

It is important to recognise that, alongside the co-occurrence of Dyslexia and ADHD, individuals may also experience additional co-occurring conditions, including other neurodivergent conditions, mental health challenges, physical-health challenges, or wellbeing-related factors that require consideration in their support.

A holistic approach is essential. This could include understanding what services are available, such as:

• Awareness sessions – These can help to improve understanding of neurodiversity and disability to strengthen the knowledge and confidence of those providing support and peers.
• Coaching – A more individualised approach, helping individuals develop tailored strategies to manage the challenges unique to their cognitive profile.
• Workplace needs assessments – Supports with identifying and implementing appropriate adjustments where needed.

It is also important to consider the range of assistive technology, equipment, and software available, as these tools can significantly reduce barriers and support independence in both educational and workplace settings. See our shop for more information: iDiversity Shop – iDiversity Consulting.

Finally, co-occurring needs may extend beyond neurodivergence, including sensory differences or additional conditions such as hearing or sight loss. Effective support should take a whole-person approach, recognising that multiple factors may interact to influence an individual’s experience.

Final Thoughts

Although Dyslexia and ADHD present differently for every individual, there are clear principles that underpin effective support. Reducing cognitive load, using structured and visual approaches, building confidence, and tailoring strategies to individual needs can make a significant difference.

Most importantly, support should focus on understanding the barrier rather than the diagnosis alone. Similar behaviours do not always have the same underlying cause. By identifying why an individual is experiencing difficulty and implementing strategies that build on their strengths; educators, employers, and support professionals can create environments where neurodivergent individuals are empowered to thrive.