Learning to code is an important skill in today’s tech-driven world, but for students with attention deficit hyperactivity disorder (ADHD), traditional programming environments can be frustrating and difficult to navigate.

ADHD can negatively impact several essential skills required for programming, and traditional Integrated Development Environments (IDEs) - the software used for writing and debugging code - often have cluttered interfaces, complex menus, and distracting notifications that can overwhelm ADHD students.

Despite this obvious issue, very little research on how IDEs can be tailored to the specific needs of ADHD learners has been published. A new research project by the School of Computing and Communications at Lancaster University hopes to change this.

The research is divided into four phases - identifying design challenges, collecting requirements, developing a prototype, and conducting evaluations. Already completed is a ‘think-aloud’ study, which asked students with ADHD to verbalise what they are thinking and doing as they used an IDE. This allowed the identification of barriers around accessibility and ease of use and will be used to inform the second phase where ADHD students will share their thoughts on design requirements, identifying ways to improve on current standards to meet their real-world needs.

Using the insights from the initial phases, a prototype IDE plugin will be developed incorporating customisation options based on individual user preferences and ADHD-related challenges. For example, a plugin could provide structured task reminders or highlight important lines of code in a way that helps students with ADHD maintain focus.

Finally, a study involving novice programmers and experienced educators will compare the benefits and drawbacks of using the adapted IDE compared to standard IDEs.

PhD candidate and study lead Luke Halpin said: “My work is currently looking at code editors in computer science education, but I would love to take it to broader areas post PhD, developing a better understanding of how to design digital tools and spaces for people who have ADHD and other forms of neurodivergence”.

Depending on results, the study could extend beyond IDEs to other areas of digital accessibility. As awareness of neurodiversity grows, designing with ADHD in mind could lead to improvements in educational technology, making learning more inclusive for everyone.