When a student with ADHD struggles to focus, stay organized, or regulate emotions, it can impact not only their academic progress but also the classroom as a whole. Educators want to help, but without a clear plan and measurable goals, even the most dedicated efforts can fall short.
That’s where well-crafted ADHD IEP goals come in. These goals are part of an Individualized Education Program (IEP) that provides structure, direction, and support to help students with ADHD make meaningful progress.
In this guide, you’ll learn how to write SMART goals tailored to ADHD, explore goal examples across grade levels, and see how teletherapy can play a vital role in helping students succeed.
Key Takeaways
- ADHD IEP goals should be SMART: Specific, Measurable, Achievable, Relevant, and Time-bound goals provide clarity and accountability for both students and educators.
- Executive function is a key focus: Many ADHD-related challenges stem from difficulties with organization, attention, impulse control, and emotional regulation.
- Goals should be tailored by age and need: Effective goals reflect each student’s developmental stage and present levels of performance.
- Collaboration is essential: Input from educators, families, and specialists helps ensure goals are practical and aligned with real classroom demands.
- Teletherapy can expand support: Online services make it easier to provide consistent, expert help for students with ADHD, even when in-person staffing is limited.
What is ADHD?
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition that affects executive functioning, attention, behavior, and impulse control. The most common characteristics include hyperactivity, inattention, and impulsivity. No two students present the same way.
Many students with ADHD also experience co-occurring challenges such as anxiety, autism, or learning disabilities. That’s why individualized strategies rooted in each student’s unique needs are key to setting the right goals and making real progress.
How to Develop SMART IEP Goals for Students With ADHD
An IEP is a detailed, personalized plan for students with learning disabilities that affect their school performance. IEPs include specialized instruction tailored to each student’s needs. They may also offer support services like behavioral support and therapy.
IEP goals define what a teacher or therapist wants a student to achieve. There isn’t a fixed number of goals, but an IEP typically includes 2-6 goals.
Teachers and administrators must understand appropriate goals for each age group to create effective IEP goals for ADHD students. Each student’s IEP goals should target their specific learning needs.
Since ADHD presents differently in each student, their IEP goals must be unique. Well-defined ADHD IEP goals help teachers align strategies with each student’s needs and ensure progress is measurable.
“All goals should be functional, practical, and meaningful for each individual student. Goals that are relevant to each student will be more readily attainable.” – Brandy Samuell, eLuma’s Director of K-12 Mental Health and Related Services.
Collaboration between general and special education teachers is key to writing and implementing IEP goals that truly support students with ADHD. Students benefit from consistent expectations and stronger supports when both educators work together through shared planning, classroom strategies, and ongoing communication.
For more strategies to foster collaboration, explore our free Co-Teaching Guide.
Focus Areas for ADHD IEP Goals
ADHD affects many aspects of learning, especially executive functioning. This set of mental skills includes attention, organization, planning, and self-regulation.
Common focus areas for ADHD IEP goals include:
- Sustaining attention and focus
- Managing impulsive behavior
- Strengthening organization and time management
- Improving social-emotional skills
- Supporting academic task completion
These areas are broad. Specific goals must be based on detailed observations and assessments to identify individual needs.
While a student’s goals may align with these categories, they should also consider the student’s age, development, interests, skills, and support needs.
IEP Goals for ADHD: Grade Level Resources
While goals should always be tailored, these examples can serve as a helpful starting point to aid teachers in learning how to develop goals and suggest ADHD accommodations in IEP meetings.
“When writing goals, ask yourself: How am I—or how are we—going to teach or support this skill? Goals should drive specialized instruction, and the skills listed within goal statements must be explicitly taught to the student.” – Brandy Samuell, eLuma’s Director of K-12 Mental Health and Related Services.
Pre-School (Ages 3-5)
- Within six months, the student will improve impulse control by waiting for their turn during structured class activities, requiring no more than one verbal prompt in 80% of observed opportunities across three consecutive weeks.
- By the end of the 2nd quarter, the student will remain on task during independent work by using a visual checklist, requiring no more than two teacher redirections per 30-minute session in 80% of opportunities over a four-week period.
- In three months, when prompted, the student will practice one mindfulness strategy (e.g., deep breathing) during moments of emotional dysregulation in 4 out of 5 instances, as recorded by staff over two consecutive weeks.
Elementary (Ages 6-10)
- By the end of the second quarter, the student will independently organize class materials and track assignments using a teacher-approved system (e.g., binder, planner, digital tool), requiring no more than two teacher reminders per week in 4 out of 5 weeks, as measured by teacher checklists and student self-monitoring logs.
- By the end of the semester, the student can independently follow a 3-step set of directions requiring no more than two reminders from the teacher per week.
Sometimes, when students are learning to focus and complete assignments, teams will set annual or semester-long goals with benchmarks, for example:
- Month 1: The student will follow a one-step direction with no more than two teacher reminders in 4 out of 5 trials.
Month 2: The student will follow a two-step direction with no more than two reminders across the week in 80% of observed opportunities. - Month 3: The student will follow a three-step direction with teacher support (e.g., cue cards or prompts) in 4 out of 5 opportunities.
- By the end of the semester: The student will independently follow a three-step direction with no more than two reminders per week in 4 out of 5 weeks.
Middle School (Ages 11-14)
- In three months, the student will increase their self-advocacy ability by requesting accommodations or modifications to lessons or materials as needed.
- Within one month, the student will independently remain calm and appropriately request assistance during moments of frustration in classwork by using a designated help signal or verbalizing a request for help, requiring no more than two reminders per week from the teacher.
- Within one month, the student, when participating in group activities, will contribute relevant ideas while respecting other peers’ turns with no more than one reminder per class from a teacher.
High School (Ages 15-18)
- By the end of the 2nd quarter, the student will demonstrate the ability to organize their academic materials and keep their locker and backpack tidy with no more than one teacher reminder per week.
- Within three months, the student will improve their ability to focus and pay attention during class, with no more than one redirection from the teacher per class period.
- By the end of the semester, the student will complete a task using a graphic organizer when completing written assignments with no more than two reminders from a teacher.
Tips for Writing Strong ADHD IEP Goals
Start by identifying the student’s Present Level of Academic and Functional Performance (PLAFP). This includes their developmental stage, current challenges, and responses to support. Collaborate with teachers, specialists, and families for a complete picture.
To write strong, individualized goals:
- Start with the Present Level of Academic and Functional Performance (PLAFP)
- Use clear, direct language
- Involve teachers, specialists, and families in the process
- Define how success will be measured
- Revisit goals regularly to reflect growth or needed adjustments
How Online Therapy Helps Students Achieve Their IEP Goals for ADHD
Online therapy can be a powerful way to support ADHD IEP goals. It provides access to:
- Executive function coaching
- Social skills practice
- Behavioral and emotional regulation strategies
At eLuma, our licensed therapists work alongside school teams to support students with ADHD. We help schools with limited staffing meet service needs, and our secure eLuma Insight™ platform makes it easy to monitor progress, share updates, and stay on the same page.
Whether your school needs extra support or a full-service therapy partner, eLuma is here to help you meet your students’ goals.
Ready to Strengthen ADHD IEP Support in Your District?
Students with ADHD thrive when their goals are personalized, supported by a team, and grounded in evidence-based practices. At eLuma, we partner with schools to help students grow, meet their goals, and unlock their full potential. Every student deserves to feel supported and capable of success.
Let’s talk about how eLuma can support your students’ ADHD IEP goals.
Contact us today or Get a free quote.
IEP Goals for ADHD: Frequently Asked Questions (FAQs)
What makes an ADHD IEP goal effective?
It should be tailored to the student, focused on one clear challenge, and follow the SMART framework.
How are ADHD IEP goals different from others?
They often focus more on executive function, attention, and behavior than academics alone.
Why should every ADHD IEP start with a psychoeducational evaluation?
ADHD varies widely from one student to the next. A psychoeducational evaluation helps identify each student’s strengths, challenges, and support needs.
Our psychoeducational evaluations include:
- Cognitive, Academic, Social-Emotional, and Behavioral Assessments
- Flexible Options: Full or partial evaluations based on district needs
- Expert Guidance: Licensed school psychologists guide the process from record review to eligibility meetings
- Efficient & Compliant Processes: Eliminate delays with efficient, virtual assessments while meeting federal and state requirements