How to Take Notes with ADHD: A Simple, Low-Stress Lecture Notes System

If you’ve ever opened your notebook before a quiz and realized you wrote a lot… but can’t find the one thing you actually need, you’re not alone. Many ADHD students don’t struggle with understanding—they struggle with keeping up when lectures jump around, and attention drifts.

How to take notes with ADHD isn’t about writing more. It’s about using a simple system that accounts for distractions and brings you back quickly. This guide gives you a low-stress method for lecture and lab notes, plus a quick after-class “cleanup” step that makes review much easier.

Quick Start: If you only have 10 minutes, do this…

1. Write today’s date + course + topic at the top.
2. Draw a line down the page: Left = “Cues”, Right = “Notes.”
3. During class, only write when you hear a cue: “this will be on the exam,” “key idea,” “definition,” “steps,” “example.”
4. After class (7 minutes), add: 3 bullet recap, 1 question, one following action (like “redo problem #4”).

Next step: Set a phone timer for 7 minutes right after class so the “cleanup” actually happens.

What makes note-taking hard with ADHD (and what to design for)

ADHD note-taking problems usually aren’t about effort. They’re about design issues:

• Attention shifts mid-sentence, so you miss the “why this matters” line.
• Working memory gets overloaded, so you copy slides instead of understanding.
• Switching tasks is costly, so “organize later” becomes “never.”

A low-stress system needs to do three things: reduce decisions in class, make review painless, and give you a tiny finish line after class.

Next step: Decide your goal for notes: “Findable and reviewable,” not “perfect.”

How to Take Notes with ADHD: The Core Rule

You need a method that assumes two realities:

1. You won’t catch everything live.
2. You can lock in learning afterward with a short follow-up.

The core move: Capture fast in class, then clarify briefly after class. When you separate those jobs, you stop trying to “think and type and organize” at the same time.

Next step: Pick a consistent time for your follow-up—right after the lecture or right before your next class starts.

The “2-Page Loop” Note System

This is the system you’ll repeat for every lecture. It’s intentionally simple so you can do it during midterms week, after a commute, or before a part-time shift.

Page A: Capture (fast + messy on purpose)

During the lecture, your job is to catch signals—not build a study guide.

On Page A, use short lines, not paragraphs. Leave space. Write like you’re texting future-you.

Use this structure:

• Topic header (date, lecture title, chapter/slide range)
• Cue words in the margin (definition, example, steps, warning)
• Your notes on the right: 3–10 words per line

Next step: Permit yourself to write “??” and move on. That’s a feature, not a failure.

Page B: Clarify (after class, 7 minutes)

Right after class, open a fresh page (Page B) and do three things:

• 3-line recap: What was the lecture about?
• One mini diagram or formula: even if it’s rough
• One “test me” question: a retrieval practice prompt you can answer tomorrow

This is where you get a big payoff: a short, structured review improves recall more than hours of re-reading.

Next step: Put a 7-minute recurring timer named “Loop Notes” on class days.

The three cues that tell you what to write

Instead of guessing what matters, listen for these cues:

• Priority cue: “This will be on the exam,” “Important,” “Core concept.”
• Structure cue: “There are three types…,” “Step one…,” “Compared to…”
• Confusion cue: when you feel lost (mark it, don’t fight it)

Next step: Each time you hear a cue, add a margin label. It makes your notes searchable later.

Tools that reduce friction (paper vs. laptop)

The best tool is the one you’ll actually open consistently.

Paper works well if: screens distract you, you like sketching, and you want fewer tabs.

A laptop/tablet works well if you need searchable notes, accommodations, or if you type faster than you write.

Low-stress upgrades that help either way:

• A single notebook per class (or one digital folder)
• A bold pen/highlighter for headings only
• A template you can reuse (same layout every time)
• A “parking lot” section for random thoughts, so you don’t derail

Next step: If you switch tools every week, stop doing so. Consistency beats optimization.

Real college examples (lecture + lab + commute/part-time)

Example 1: Psychology lecture with dense slides

You walk in late, the professor is already on slide 12, and your brain wants to copy everything.

Use the 2-Page Loop:

• Page A: write only definitions + 1 example per concept (ignore complete sentences).
• Margin cue: “DEF,” “EX,” “ON EXAM.”
• Page B after class: 3-line recap + one question: “What’s the difference between classical and operant conditioning?”

Next step: Email yourself one “test me” question so it pops up tomorrow morning.

Example 2: Biology lab notebook

In the lab, the goal is accuracy and steps.

• Page A: list procedures as short steps with checkboxes.
• Mark errors/observations: “Result weird here” + time stamp.
• Page B: quick “why it mattered” note + one correction for next time.

Next step: Before leaving the lab, circle one thing you’ll need for the lab report.

Example 3: Commuting + part-time shift

You’re on a bus, then straight to a 4-hour shift—no time for a full review.

Micro version: open Page B on your phone notes and do:

• 2-line recap
• 1 question
• 1 following action (“Redo practice problem #6”)

Next step: Do the micro version before your shift starts—while you’re waiting to clock in.

Behind/cramming/overwhelmed plan (today + next 48 hours)

If you’re behind, your job is not to “catch up perfectly.” It’s to create a usable study path.

Today (30–45 minutes)

• Pick two lectures most likely to show up on the following quiz.
• For each, write a Page B recap from memory, then check slides to fill gaps.
• Make one active recall question per lecture.

Next 48 hours (two short sessions)

• Session 1 (25 minutes): answer your questions without notes, then correct.
• Session 2 (25 minutes): build a 10-item “exam revision” list: definitions, steps, and common mistakes.

Next step: Book two 25-minute blocks on your calendar. Treat them like class.

Mini diagnostic quiz: Is your note system actually working?

Score each 0–2 (0 = no, 1 = sometimes, 2 = yes). Total /10.

1. I can find the main idea of a lecture in under 20 seconds.
2. My notes show what the professor emphasized.
3. I have at least one “test me” question per class.
4. I do a short follow-up within 24 hours.
5. My notes help me do homework without having to rewatch everything.

Scoring

• 0–4: Your system is too heavy. Use fewer formats and add the 7-minute Page B.
• 5–7: You’re close. Add stronger cues + one question per lecture.
• 8–10: Keep it. Improve by using office hours to clarify the “??” marks.

Next step: If you scored under 5, simplify your layout today—don’t buy a new app.

Common Student Mistakes (and fixes)

• Copying lecture slides word-for-word → Write cue-based notes: definition + example + “why it matters.”
• Waiting a week to review → Do the 7-minute Page B the same day.
• Trying to make notes pretty during class → Capture messy now, clarify later.
• Using five different systems → One layout for every class for one week.
• No questions to self-test → Add one retrieval practice prompt per lecture.

Next step: Pick one mistake you’re making most and fix only that this week.

Templates/Examples (copy/paste)

2-Page Loop Template

Page A (Capture):

• Date / Topic / Slides:
• Margin cues: DEF / EX / STEPS / WARNING / ??
• Notes (short lines + space):

Page B (Clarify, 7 minutes):

• 3-line recap:
• One diagram/formula:
• One “test me” question:
• Following action (homework/reading/office hours):

Office hours script (30 seconds)

“Hi Professor ____. I marked a couple ‘??’ spots in my notes from the lecture on ____. Could you clarify the difference between ___ and ___, and what you’d expect us to do with it on an exam?”

Weekly mini study plan (lightweight)

• 2 days: answer your “test me” questions (10 minutes)
• 1 day: redo one problem set question from memory
• 1 day: quick review of lab notebook errors + corrections

Next step: Put the questions in one place (the front of the notebook or in one doc) so you don’t lose them.

Key Takeaways

• Separate capture (in class) from clarification (after class).
• Use cue words to decide what’s worth writing.
• A 7-minute follow-up beats a “someday” complete rewrite.
• Add one self-test question per lecture for active recall.
• Keep your system consistent during midterms week.
• Use “??” marks as a roadmap for office hours.

FAQ

Should I take notes on a laptop if I have ADHD?

If a laptop helps you keep up and you can block distractions, it can work well. If tabs and notifications pull you off-task, paper often lowers friction. The best choice is the one you can use consistently.

What if my professor talks fast and I miss things?

Don’t chase every sentence. Write cue-based notes, mark “??,” and use the slides or a class recording to fill gaps later during your 7-minute clarify step.

How do I take notes in a math or coding class?

Focus on worked examples and decision points: “why this step,” “common error,” and “when to use this method.” Your Page B should include one example you can redo without looking at it.

What if I never review my notes?

Make review tiny and automatic: a 7-minute timer right after class, or a micro version while waiting for the bus. Small wins build the habit.

Do highlighters help with ADHD note-taking?

They can, but only if you limit them. Use one color for headings or exam cues—otherwise, highlighting becomes busywork that feels productive but doesn’t improve recall.

Conclusion

A low-stress note system isn’t about perfect pages—it’s about making your notes usable when your brain is tired, distracted, or overloaded. If you stick with the 2-Page Loop for a week, you’ll spend less time rewatching lectures and more time doing the kind of practice that actually shows up on exams—and you’ll have a clear answer to how to take notes with ADHD.