Extra Time in Exams: Why you need it & how you might use it

Exam season can be overwhelming for any student, but when you’re requesting accommodations for your autistic or ADHD child, it often comes with an added layer of stress—deadlines, paperwork, and the inevitable confusion. The process usually starts with an exams officer asking, “What do they need?”—a well-meaning but slightly frustrating question when you’re not an expert in exam accessibility. It’s a bit like calling a mechanic to fix your car, only to have them ask you how to do it.

Over the next few posts, we’ll break down different types of exam accommodations, explaining what’s available, why it’s needed, and the pros and cons of each option.

Extra Time: Who Qualifies and Why?

Extra time is one of the longest-standing exam accommodations. Originally, it was primarily given to students with physical challenges related to writing or spelling, such as those with dyslexia or dyspraxia. Today, it’s also awarded to students who need additional time to process information, manage anxiety, or navigate sensory challenges.

Most students receiving this accommodation will be granted 25% extra time, though those with more complex needs may qualify for 50% or more.

The Benefits of Extra Time

For many students, extra time is a game-changer. It allows:

• More time to process questions and plan answers rather than rushing through the exam.

• Space to use self-regulation techniques if anxiety starts to spike.

• A chance to manage sensory overload without the pressure of a strict time limit.

For some students, though, extra time isn’t always helpful. Some feel singled out, knowing that their peers will be aware they’re still sitting the exam after others have left. And while extra time can reduce anxiety for many, others find that just being in the exam setting longer increases their stress rather than relieving it.

Supporting Your Child with Extra Time

If your child is awarded extra time, it can help to:

• Explain how much additional time they’ll have for each subject.

• Talk through how they might use the extra time—for reading, planning, regulating anxiety, or checking answers.

• Reassure them that they’re not required to use the full extra time—if they finish early, they can still leave.

Accommodations should be about reducing barriers, not adding new ones. Every child is different, and what helps one student may not work for another. The key is finding what really supports your child’s needs—so they can focus on showing what they know, rather than battling the environment around them.

Autism & Exams e-Book

Buy Now