Attention-Deficit/Hyperactivity Disorder (ADHD)

I often encounter adults who share their recent ADHD diagnosis, and I frequently hear discussions about whether ADHD is being overdiagnosed in children. While the purpose here is not to debate that, it's important to recognize that ADHD symptoms exist along a continuum. ADHD, like any diagnosis, is simply a cluster of behaviors that experts assigned a name to.

 

Too often, I hear students and adults alike say, “Oh, I have ADHD,” almost as if it's an excuse for their actions. Similarly, teachers may unconsciously lower expectations for children with ADHD. It's crucial to view ADHD not as an excuse but as a reason for certain behaviors. When individuals begin to identify too closely with their ADHD, it can become a barrier. They may stop striving to develop new skills and start expecting the world to accommodate them instead of adapting themselves.

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 In children…

•  When you think of a child with ADHD, do you imagine a highly productive person? Do you envision a child who will hyperfocus on a passion and create something incredible? Do you consider how their hyperactivity will be an advantage as they become elderly? Probably not. But that's how we should view it. Children with ADHD often struggle within the confines of traditional school settings and are frequently misunderstood as misbehaving. However, these children are simply wired differently, and we NEED ADHD brains in our world.

 

In adults …

•  Many adults exhibit ADHD symptoms and identify with the condition. However, an official diagnosis requires that these symptoms negatively impact daily life in some way. While you may not meet criteria for ADHD, you may still have what I call, “ADHD tendencies.” Tendencies as opposed to a diagnosis do not negate the fact that you face executive functioning challenges that interfere with your life at times. The point here is that it is not about the label. The more important thing is that you understand your brain better, the accommodations you need at work, school, and relationally. And most importantly, how to advocate for those accommodations or modify your own practices and environment to better meet your needs.

 

Many childhood ADHD diagnoses come from a pediatrician, often based on just two rating scales—one from parents and one from the school. This isn’t a critique of the doctors; they simply follow different guidelines and requirements for diagnosing. However, this method is insufficient for truly understanding a child's executive functioning. It doesn’t allow for distinguishing between ADHD and other conditions that may present similar symptoms. A strengths-based, comprehensive assessment can provide a more accurate diagnosis while also identifying a child's strengths. Bottomline, we need to stop overlooking the positive aspects of ADHD!