Feasibility of an ultra-brief group cognitive-behavioural skills workshops for organization, time management, and planning strategies in university students: study protocol

Background University students with ADHD and executive functioning challenges are at a higher risk of experiencing academic and functional challenges. Group cognitive-behavioural therapy (CBT) targeting organization, time management, and planning skills have shown promise in improving attention and academic functioning. However, attendance and logistic barriers may limit participation in traditional programs. This pilot study aims to adapt and evaluate the feasibility of delivering ultra-brief, group CBT skills workshops (both in-person and online) to university students. Methods A non-randomized pilot design with a convergent mixed-method approach will be used. From January 2024 to April 2025, 40–60 French-speaking students from Canadian postsecondary institutions that are experiencing attentional or executive challenges (with or without a formal ADHD diagnosis) will be recruited. The intervention consists of three weekly 90-minute workshops, with strategies focusing on organization, time management, planning and prioritizing tasks, and managing procrastination. Data will be collected at pre- and post-workshops intervention including recruitment and retention rates, and standardized questionnaires assessing treatment perception, acceptability, satisfaction (primary outcomes), and ADHD symptoms, executive functioning, and functional impairment (secondary outcomes). Individual interviews (baseline evaluation) and focus groups (post-workshops evaluation) will further explore participants’ functioning as well as expectations and experiences related to the intervention. Quantitative data will be analyzed using descriptive and inferential statistics, whereas qualitative data will undergo qualitative descriptive analysis using Rapid Assessment Procedure (RAP) sheets. Discussion This pilot study will assess the feasibility of ultra-brief CBT skills workshops for university students with ADHD-related and executive functioning difficulties. If effective, it could inform scalable strategies to support academic success and daily functioning. Findings will also inform the feasibility and acceptability of this intervention for future large-scale studies.