An abridged version of this article was originally posted on The Editors Weekly on October 22, 2026 as “Strategies for Book Coaches and Editors Supporting Authors with ADHD.” Posted with the permission of The Editors’ Weekly, Editors Canada and the author (me!).

So the author you’re working with has shared that they have attention deficit hyperactivity disorder (ADHD)… now what?

As an author and an editor with ADHD myself, I’ve worked with several ADHD authors and advised colleagues on how to support many more. Below are some of the strategies I’ve found helpful:

Ditch the stereotypes and build your knowledge of what ADHD actually is.

First and foremost, it’s important to understand that ADHD is a neurodevelopmental disorder. ADHDers aren’t lazy, inconsiderate, or irresponsible—our brains just work differently. Learning more about how ADHD can impact someone will help you better understand the author you’re working with and what they might find helpful. For example, CADDAC is a good resource for some of the basics.

I would also recommend exploring the How to ADHD YouTube channel, a well-known resource that cites their sources and is based in lived experiences. The following are some of the videos that are likely to be the most helpful:

• “How to (Explain) ADHD”
• “What is Executive Function and Why Do We Need it?”
• “ADHD and Motivation”
• “How to Deal with Rejection Sensitivity”
• “Why Can’t I Remember Things — How ADHD Impacts Working Memory”

This channel was created by an ADHDer for fellow ADHDers, but the videos provide context for working with us too.

Meet at the beginning of the project.

I’m a huge fan of arranging a face-to-face meeting (via video call, if necessary) at the beginning of editing projects. People respond differently to communications when they’ve seen your face and know that you’re a real human being, and it allows for some important conversations early on.

This meeting is the basis of a trusting relationship, so plan for roughly 45 minutes to an hour to talk about the following.

• For this project, what does success look like for you?
• What do you want people to take away from reading this book?
• What can I do to support you as we work through this project?
• Are there any specific accommodations you would find helpful?

This is also a great opportunity to talk about the editorial process and feedback. With an ADHDer, especially a new author, it’s a good idea to set expectations around edits, including their purpose (e.g., improving the reader’s experience, clarifying ideas), their type (e.g., suggestions for rearranging sentences and paragraphs), and their number (no matter how experienced the writer, there will be a lot). Having this conversation early on can help avoid triggering rejection sensitivity, an intense emotional reaction to perceived disapproval and criticism when feedback is delivered.

This meeting helps build a trusting relationship with the author with the added benefit of allowing you to reassess the scope of the project.

Assess your own capacity.

Because ADHDers are frequently short on executive function (all the things your brain does to manage tasks like planning, initiating, sequencing, remembering and more), and writing and revising uses a lot of executive function, these projects might look a bit different, take a bit longer, or be more hands-on than other projects. Be open about what you are able to do, what you have time for, and how to balance the author’s needs with the project’s budget.

Be especially conscious of how you word feedback.

From a young age, many ADHDers are bombarded with negative messages about themselves and their behaviour as they struggle to meet the expectations of parents, teachers, bosses, and peers. Perhaps because of this, many of us struggle with rejection sensitivity, which in turn can create avoidance and procrastination—even just anticipating criticism can cause extreme overwhelm. This is why it is so important to set realistic expectations and built trust early in the project, and it’s also a good idea to keep in mind when you’re writing feedback.

Remember to always be sensitive and compassionate when pointing out errors or issues that an ADHDer may have missed. Include the positive things you noticed alongside the negative and make sure to connect suggested revisions to the reader’s experience and the project’s overall goals.

Stylistic and copy edits are particularly likely to trigger rejection sensitivity and overwhelm (especially if someone has struggled with spelling or grammar in the past), so make sure to discuss those processes early on. For example, you may want to agree in advance to a list of “silent” changes that the author doesn’t need to review in the final document.

Break edits into smaller chunks.

ADHDers often struggle with planning and executing tasks—for many of us, we can do one or the other, but not both, at least in the same period of time. Providing an obvious framework like a checklist or series of steps to follow can help us skip the planning stage and jump right into revisions.

Smaller chunks can also reduce the emotional impact of difficult feedback.

Set deadlines based on smaller chunks.

Many people with ADHD experience time differently. We’re often not very good at estimating how long something will take, which can make it hard to work on large tasks with distant deadlines (like the revisions from a developmental edit that are due in three months). Adding more deadlines and breaking the task into smaller chunks—such as submitting one revised chapter every week or two or submitting separate rounds of revisions for specific character or plot changes can help us pace the work that needs to be done, so we don’t end up trying to do all of it at the last minute.

A strategy such as “playing catch” can also be useful to build momentum and provide accountability for short-term, urgent tasks.

Use headings, bold, colour coding, and plain language principles to make communications easier to process.

For many people with ADHD, difficulties with executive function leads to chronic overwhelm. Emails can become something we avoid because it feels too hard to make sense of a wall of text. Keep emails short and concise whenever possible. For longer communications, plain language principles and headings, colour coding, or bolding can make it easier to skim the key ideas (like I’ve done with this article) and come back later to get the nuance.

Create a visual map for larger ideas.

Many ADHDers struggle with working memory, meaning it can be hard to hold an idea in our heads for the length of a book or even a chapter—leading to a manuscript that can feel like it’s going in circles. Graphic organizers, outlines, or other visuals can help us keep track of the main ideas we need to keep in mind as we revise. There are a lot of different options for how this could look, so a relational approach is key here—ask the author what visual supports they have found helpful in the past, and don’t be afraid to get creative!

Reduce or eliminate tedious tasks as much as possible.

Boring, tedious tasks can be especially challenging for ADHDers. Things like restructuring a document based on an agreed-upon plan, revising identical wording that appears in multiple places, or reviewing the minutia of copy edits are more likely to cause procrastination because they aren’t very interesting. Removing those steps or finding ways to make them easier can help keep a project moving. Consider doing some of the more tedious steps yourself, or encourage the author to find another supportive person to help with those steps.

Remember to consider this expanded scope from the beginning of a project, as mentioned above, to account for any extra time that might be needed and to avoid stretching yourself too thin.

Talk through revisions or ideas that feel a bit muddy and send them notes.

For many ADHDers, talking through ideas is easier than writing about them. Try hopping on a call and having the author explain their ideas to you—take notes, then send them a revised outline or organized jot notes based on what they said. This can provide the scaffolding they need to fill in the gaps or make the revisions you’re asking for.

Remember that every person’s experience of ADHD and disability is different.

No two ADHDers are exactly alike, and what they need will vary widely depending on how their specific brain works. These strategies are based on my experiences: Treat them as suggestions. Meeting with the author, getting to know them, and learning about how they approach the work will always be the most effective approach. As with any editing project, the only way to know what a specific author needs is to build a solid working relationship and communicate compassionately when challenges arise.

ADHDers are some of the most creative, imaginative people I know, and sometimes, they may want to turn their ideas into a book. If the author you’re working with has shared they have ADHD, you’re already someone they consider trustworthy enough to share that information with.¹ I hope some of the strategies above help make the editorial process just a little bit easier.

For more in-depth information about ADHD and suggestions for strategies to address specific challenges, check out Taking Charge of Adult ADHD: Proven Strategies to Succeed at Work, at Home, and in Relationships by Russell A. Barkley with Christine M. Benton.

With thanks to Desirae Warkentin, Brock Peters, and Caley Clements for their feedback as I worked on this piece. Any and all errors are my own.

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1. This goes without saying, but to be clear, it is never okay to ask someone if they have a disability, including ADHD. Disabilities and diagnoses are private medical information, and it’s up to the author whether or not to share that information with you. ↩︎

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