I have ADHD and I was also a very sensitive and delicate boy. This is completely based on my personal experiences, so I don't know how transferable it'll be. Bu

I have ADHD and I was also a very sensitive and delicate boy. This is completely based on my personal experiences, so I don't know how transferable it'll be. But if I had to give a single piece of advice: Fast, immediate feedback loops. Remove all barriers between doing an action and understanding the consequences of that action. I grew up trying to program on the command line and thinking it wasn't for me. Then I tried Macromedia flash, which had a timeline and a preview window as part of the IDE. I could see the changes I made instantly, rather than waiting a few seconds for my code to compile. It sounds ridiculous, that saving a couple of seconds could be the difference between your student self starting and being bored. I didn't have time to get bored. I'd make a change, and then my brain would see the change and think of where to go from there. Before I could process that, I was writing new code and reloading the page and seeing the changes. It was like hacking the ADHD part of my brain to get things done. If your student takes to this, don't let your engineering sensibilities get in the way of your student's manic desire to see things happen. The discipline of thinking out your change and then executing it comes in time and with experience. Just get them excited about being able to make changes. Even now, at 36 having managed ADHD for a long time, I have an attention budget for about 2 and a half seconds between my mid abandons the task at hand. If I make a code change and go to reload a webpage and it takes longer than 2 seconds, I'm already on a different tab or application window and my focus is already lost. Again, for clarity: find a way to get immediate (I say immediate because I mean immediate, not 'quick' or 'fast') feedback to your student.