Understanding the Reality of ADHD
October marks ADHD Awareness Month, a time dedicated to educating people about Attention-Deficit/Hyperactivity Disorder (ADHD) and recognizing the different experiences of those who live with it. Many associate ADHD with difficulty sitting down or paying attention, but the disorder is more complex than some people realize.
According to the Centers for Disease Control and Prevention also known as the CDC, ADHD is a neurodevelopmental disorder that affects attention, impulse control, and activity levels. This disorder is commonly diagnosed during childhood and can continue into adulthood, however that is not always the case. ADHD can also look completely different depending on the person and some experience different symptoms or combinations of them.
ADHD has three recognized presentations: inattentive, hyperactive-impulsive, and combined. Inattentive presentation normally involves difficulty with paying attention, keeping track of items, organizing tasks, or managing deadlines. The hyperactive-impulsive presentation has symptoms like fidgeting, interrupting others often, or restlessness. Those with a combination presentation have characteristics of both.
Some people may associate ADHD only with hyperactivity, which may overlook individuals who have less noticeable symptoms. However, ADHD is not an accurate representation of someone’s intelligence, effort, or even their potential.
For some students, ADHD can impact grades because of managing multiple assignments, keeping track of due dates, and concentrating during class. Even when students understand the material, doing the work and completing assignments requires additional effort which may feel difficult.
“ADHD affects my experience at school in different ways. I would say it’s harder for me to focus because of it, especially in class. When the professor is talking, I normally grab my phone and sometimes don’t even realize it. I would also say that it affects me while studying, because I either procrastinate or get distracted,” said sophomore at Morehouse College, Bryan Bradshaw.
According to the CDC, students with ADHD can benefit from support by teachers, family, and school administrators. There are two services that students with this disorder may qualify for, such as an Individualized Education Program (IEP) or a Section 504 plan. They both offer accommodations including extra time on tests, preferential seating, scheduled breaks, and other accommodations depending on individual needs.
Although similar, an IEP and 504 plan have key differences that should be considered. An IEP is governed by the Individuals with Disabilities Education Act (IDEA) for when students need a modified curriculum, school counseling, and measurable goals. However, a 504 plan (Section 504 of the Rehabilitation Act of 1973) allows students to possibly receive accommodations, but they can understand content without changing the curriculum.
Understanding the challenges is one reason why awareness of ADHD is so crucial. Without knowledge, the symptoms may appear as a lack of effort when in reality it is because of a disorder. Learning more can allow individuals to respond with an understanding rather than stereotypes they hear.
Some individuals struggle with challenges that may not appear visible to others. A common undiagnosed experience for those with ADHD is emotional dysregulation. Emotional dysregulation is the difficulty in managing and responding to emotional experiences in a healthy proportional way. It is often caused because of trauma, stress, brain development, or underlying conditions like ADHD or autism.
Another experience is rejection sensitive dysphoria (RSD), which describes sudden, severe emotional pain or distress triggered by either real or perceived rejection, criticism, or failure. Some individuals with ADHD can also experience internal restlessness, where their minds feel constantly active even when they appear calm. This can mean racing thoughts, urgent impatience, or exhausting stillness.
These experiences may not be universal for everyone with ADHD, but recognizing the less visible aspects is important because they still influence some daily experiences just like other symptoms.
Awareness lets people recognize when someone may need support. Learning about the disorder encourages people to consider accommodations or tactics that might help.
ADHD Awareness Month also provides an opportunity to learn about neurodiversity and the different ways people experience and process information. Other neurodevelopmental conditions and learning differences, including autism, dyslexia, and dyspraxia, can influence how people approach learning and everyday activities.
Awareness can begin within schools and local communities. At MLEC, students have opportunities to learn about mental health and different aspects of the brain through clubs like Psychology Club and Walnut Society.
The school also provides resources for students seeking additional support including TRUST counselor Ms. DeArmas and ESE Specialist Ms. Perez. These resources help to encourage conversations about mental health and also provide opportunities for students to seek guidance when needed.
“I think it’s important to bring awareness to mental health because many people struggle with things that people might not understand. Talking about mental health can reduce judgement, encourage people to speak up, and remind them that it’s okay to ask for help when they need it,“ said junior Genesis Valdez.
As ADHD Awareness Month continues, taking the time to understand the different experiences that people face can help dispute misconceptions and encourage others. For some, simply having others acknowledge what they go through is enough to make a difference.
