Hormones – we all have them. These chemicals in our bodies have a profound impact on how we experience and respond to the world around us. In neurodivergent teens, this impact can be even greater. For students with neurotypes like ADHD, Autism Spectrum Disorder (ASD), or dyslexia, the combination of executive function challenges and PMS (premenstrual syndrome) can make even the thought of schoolwork impossible! Emotional dysregulation, fatigue, and brain fog are just a handful of obstacles these teens face.
Globally, diagnoses of neurodivergence are rising, with ADHD affecting 7% of young people and autism 3–4%. These diagnoses often overlap, with a 65% co-occurrence rate4. Teenage girls face higher risks of poor mental health due to masking and compensation behaviours6, which can lead to burnout and emotional dysregulation. In classrooms, they are disproportionately affected, as masking to avoid punishment or embarrassment exacerbates these challenges5,2.
While gender issues in neurodivergent adolescents have been widely discussed, a less-explored topic is how PMS affects executive functions in both neurodivergent and neurotypical populations. Research shows that neurodivergent teens often face greater hormonal regulation challenges1. Interestingly, simply understanding PMS has been shown to significantly reduce symptoms3.
Impact of PMS
Female reproductive health can still be a source of embarrassment and even shame, and we see the impact of this often in with students we work with. Typically, we see effects on emotional regulation, increased fatigue, potentially more conflict with peers and family as well as physical pain. Without a recognition that these symptoms are part of a menstrual cycle, we can regularly see young students and their primary caregivers catastrophising events related to hormones. 
One particular parent summarised their experience:
‘I first got in contact with The CODE when my 17 year old daughter, Lisa, was having an extremely emotional response to revision and description of feelings of hopelessness surrounding her A level work. She was feeling lethargic and was often missing deadlines.Â
Lisa began working with a CODE specialist who noted to us that these feelings would often have a succinct pattern as to when they would occur, although the repercussions (both mentally and academically) would echo throughout the entire month. We also mentioned that Lisa had been recently prescribed the contraceptive pill which she was taking alongside her ADHD medication.
The concerns regarding the impact of hormones were flagged by her tutor, which led us to have more open conversations with the school and our clinician, leading to so many positive changes. It helped hugely that we could predict when symptoms may occur, empathise with emotions and plan revision tasks ahead for the month at appropriate times’.
So, how can you plan revision according to your monthly cycle?
Our monthly cycle is split into distinct phases, and we’ve created a helpful guide on how how to organise your tasks over the month to maximise productivity:
1. Days 1-5 (menstruation)
During menstruation, hormone levels are low, which can lead to lower energy, focus, and productivity. When this occurs, schedule a break or participate in the study tasks you enjoy most. 
This is when our brains are most intuitive and better at analytical thinking. This would be a great time to engage in tasks that activate our metacognition. Simply put, this would be the best time to reflect on your past study challenges and future revision goals.
2. Days 6-14 (Follicular phase)
This is when creativity is at an all time high! This is a wonderful time to write plans for any essays, create revision resources (mind maps, flashcards) as well as design your revision timetables!
3. Days 15-18 (Ovulatory phase)
This is when communication and collaborative skills are at their highest. This is a good time for group work, discussing issues with teachers, scheduling presentations and booking in any important social events.
4. Days 19–28 (luteal phase)
During this phase is when you might be the most task oriented. This can be a great time to wrap up projects and admin tasks and nail consolidation using your revision tools.
What else can be done to help?
Although there are still limited resources available, particularly those that specialise in supporting teens, here are some of our top tips and recommendations for managing PMS and other hormonal fluctuations whilst studying:
1. Read up! Knowledge is power and it can feel so affirming to buy books that describe how to navigate hormonal changes. Our recommendations are:
2. Download tracker apps such as Clue, Flo and Luna. This can help young people understand their symptoms as well as plan appropriate monthly activities
3. Be forgiving to yourself and others. Recognise that emotional conflict or anxiety may be temporary and engage in effective strategies to aid boundaries and reduce conflict.
4. Ensure that you are eating and sleeping well as during menstruation this is critical in reducing PMS symptoms7.
5. Work with specialist tutors/mentors/coaches to help you understand how to manage hormones, neurodivergence and revision.
At The CODE Education, we support our clients to understand their unique minds, and empower them to work with their brains, not against them! Through our coaching services, we can equip you with the tools you deserve to thrive – in studies, work, and personal life!
We’d love to listen to your story. To book in a free consultation please click here!
About the author:
Paula is a specialised career tutor and has worked in the education industry for over 10 years. She originally trained in Child Psychology and began her career in the neuro-developmental clinic at The Royal Free Hospital.
Now a full-time tutor and educational consultant, Paula has worked in Europe, Asia, the United States and the Middle East. Paula has gained a worldwide demand for her skills through her pioneering of creative learning techniques: she works to make learning fun for even the most disengaged students.
References:
1Baron-Cohen S., Tsompanidis A., Auyeung B., Nørgaard-Pedersen B., Hougaard D. M., Abdallah M., Pohl A. (2019). Foetal oestrogens and autism. Molecular Psychiatry. Advance online publication. https://doi.org/10.1038/s41380-019- 0454-9
2Buddhabunyakan, N., Kaewrudee, S., Chongsomchai, C., Soontrapa, S., Somboonporn, W. and Sothornwit, J., 2017. Premenstrual syndrome (PMS) among high school students. International journal of women’s health, pp.501-505.
3Chau, J.P. and Chang, A.M., 1999. Effects of an educational programme on adolescents with premenstrual syndrome. Health education research, 14(6), pp.817-830.
4Chellappa, S.L., 2025. Addressing multiple neurodivergent identities in clinical and research settings. The Lancet Child & Adolescent Health, 9(1), pp.5-6.
5Khalilipour, M. and Panahi, R., 2017. Effect of education on promoting preventive behaviors of premenstrual syndrome in female adolescents: Health belief model application. Journal of Education and Community Health, 4(2), pp.44-54.
6McKinney, A., O’Brien, S., Maybin, J.A., Chan, S.W., Richer, S. and Rhodes, S., 2024. Camouflaging in neurodivergent and neurotypical girls at the transition to adolescence and its relationship to mental health: A participatory methods research study. JCPP advances, p.e12294.
7Rad, M., Sabzevary, M.T. and Dehnavi, Z.M., 2018. Factors associated with premenstrual syndrome in female high school students. Journal of education and health promotion, 7(1), p.64.
