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If you are an undergraduate with the necessary paperwork for formal accommodations, you can reach out to Accessible NU to start the process of requesting accommodations at ̨ÍåÂãÁÄÖ±²¥. If you do not have appropriate documentation, or are unsure whether you do, AccessibleNU can help you understand what is needed.  

A medical or mental health provider who is treating you can submit a to AccessibleNU. If you are in need of a mental health provider, Counseling and Psychological Services (CAPS) has a provider-finder tool that allows you to filter by type of service provided. For testing related to ADHD, autism, or learning disabilities, a neuropsychologist is typically the type of provider you would consult with. If evaluation testing costs are a concern, financial assistance may be available through an . For more information, please visit the AccessibleNU website. 

Depending on your individual situation, you may be able to arrange a temporary accommodation with AccessibleNU. A good first step is to talk with your academic advisor and discuss what options are available to you. In addition to these supports, you can reach out to your instructors directly to explain your situation. You may find it helpful to use this sample email template to communicate your needs to faculty members.   

The following resources can be helpful: 

• ASLA consultation appointment – to help you think through a variety of academic challenges 

• Peer Academic Coaching – a one-to-one accountability partner you can meet with regularly, on your schedule 

• Undergraduate Program for Advancing Learning (UPAL) – a structured, facilitated group that offers peer support, strategies for success, and a place to share academic goals and challenges.

• Study groups: Peer-based support and structured study time in 30+ STEM courses 

• Coaching for written assignments of any kind, from brainstorming initial ideas to final execution  

Many people struggle with starting, staying focused on, and pacing themselves during an assignment or project — so you are not alone in trying to figure out a solution!  There are a variety of reasons for these challenges, and understanding what the reasons are for you is a good place to start. For instance, are you having trouble getting started because you feel overwhelmed by an assignment or don’t know where to start? Are you having difficulty sticking with a project because you don't feel interested in it? Are you finding it hard to juggle and prioritize your various tasks and obligations?   

If you feel your procrastination stems from the difficulty or rigor of your assignments, you can: 

• Use ASLA’s guidance to generate specific questions for office hours 

• Stop by Drop-In Peer Tutoring  

• Try out a number of study strategies to change up the way you reinforce learning in your courses  

If the task feels too overwhelming to start:  

• Parse down your project into more manageable chunks, giving yourself the space and time to take things one step at a time.  

• Consider who you work best with: Do you work best alone or with friends? For some, having a work buddy can be energizing, but for others it can be a distraction.  

• Consider your work environment: Are you in a space that’s conducive for you and minimizes distractions? How is the lighting/noise set-up in your space?  

• Make use of tested time-management techniques 
• Still unsure where to start? Consider scheduling a consultation with an ASLA staff member.  

Lastly, it’s important to remember that our brains often are motivated after we start a task, not before. Try not to wait for the “perfect time” or ideal context to start, and instead try finding an accountability partner to keep you on track with your deadlines. It may also be possible that your reluctance to begin work is part of a mental health concern or condition. If you think you may benefit from support with mental health concerns, consider reaching out to CAPS to schedule an appointment. Other types of support might be found through ̨ÍåÂãÁÄÖ±²¥’s Health Promotion and Wellness resources, or finding community through Religious and Spiritual life.  

This is a common concern, especially for students who struggle to stay focused on one task or presentation for a long period of time without getting distracted.  

Consider whether you are taking effective notes for conceptual understanding, rather than just for memorization of terms or transcriptions of the lecture. Use the syllabus and solid notetaking techniques to practice previewing content, taking effective notes, and then reviewing the concepts later on. You may want to consider checking your understanding during class after every subtopic or 10-minute interval, in order to help re-direct you back to whether you are comprehending. Additionally, try writing down specific questions in your notes that you can use to take to a TA or instructor’s office hours. These metacognitive techniques can help you identify earlier on when you don’t understand and can also help you regulate your attention on the class lectures. There is no one-size-fits-all solution, however, so explore your options.  

In addition to your notes, some instructors will offer recordings of their lectures or offer additional discussion groups to be used in conjunction with attending class. Please refer to the policies on class recordings before implementing this support. Recordings are a useful tool, but often are most helpful when used to reinforce or add to what you originally understood in the original discussion. Additionally, if you are registered with AccessibleNU, check to see what note-taking accommodations or recording devices you might be able to use for classes that aren’t recorded. 

“Studying” is a broad term, and often not all studying techniques and strategies are equally effective for everyone. You’re on the right track, though; students who understand how they learn best and develop individualized routines are able to study more efficiently and effectively! While certain passive learning strategies such as flash cards or re-reading notes may help with memorization, you may find them limiting in terms of application of and engagement with the material. Some helpful active study strategies include formulating specific questions as you review, teaching the concepts to a peer, connecting material to personal background knowledge or real-life examples, or participating in a group review/discussion. ASLA also offers a variety of other resources and study suggestions to find strategies for success.  

Still have more questions? Schedule a consultation or consider peer academic coaching to help set goals and try out new methods of studying and time management.  

The rigor and expectations of ̨ÍåÂãÁÄÖ±²¥ can be stressful, and it is understandable that assignments that make up a large portion of your grade weigh heavily on you. If your anxiety is debilitating and/or affecting your ability to function well, you may want to consider looking at ̨ÍåÂãÁÄÖ±²¥’s wellness resources or making an appointment with CAPS. In addition, if you have the proper documentation to receive services from ANU, you may want to discuss with them accommodations such as receiving extra time for exams or projects.  

Outside of these campus supports, there are multiple self-guided methods that can be used (in tandem with external support) to reduce your anxiety and feel more present during exams. Evidence-based practices include , , and . Building in mindfulness habits over time can also help redirect your attention to the present moment. It’s also important to remember that a little bit of stress is a good thing; it’s when it is adversely affecting your health or academic performance that it becomes a concern.  

AI, like any technology, has its valuable uses and can be a good supplemental resource for understanding class content and reviewing concepts. However, please make sure you are aware of the as well as your school’s academic integrity policies before using AI platforms for support. It’s also important to remember that long-term learning happens when you work through difficult material and practice frequently, so be mindful that AI-generated content is not a replacement for your brain’s own processes!  

First, you might consider whether you have a good understanding of the course content and whether you understand the prompt for the paper. Generate questions to bring to faculty or TA office hours if you feel that you need to better understand the assignment or material before starting your paper. can help you develop the main points you hope to make in your paper, either by yourself or with a peer. As with other assignments, you may also want to consider developing a routine by finding an environment that is conducive for working and mapping out in your schedule when to complete each step of the writing process.  

You can schedule an appointment with to brainstorm ideas for your paper, organize your thoughts into an outline, and/or review and make edits once you have a draft. You can also check out their and other . You can always schedule a consultation with ASLA as well if you want to discuss a wide array of strategies to get started.