Can children outgrow ADHD. How does ADHD change from childhood to adulthood. What are the long-term effects of ADHD on the brain. How can adults manage ADHD symptoms effectively.

The Myth of Outgrowing ADHD: What Research Reveals

For years, many believed that children with ADHD would simply outgrow the disorder as they entered adulthood. This misconception was prevalent in the 1980s and early 1990s, largely due to limited research on adult ADHD. However, extensive studies conducted over the past few decades have debunked this notion.

Dr. Russell A. Barkley, a renowned ADHD researcher, explains: “Children diagnosed with ADHD are not likely to grow out of it. And while some children may recover fully from their disorder by age 21 or 27, the full disorder or at least significant symptoms and impairment persist in 50-86 percent of cases diagnosed in childhood.”

Why was ADHD once thought to disappear in adulthood?

• Lack of long-term studies following children into adulthood
• Limited research on adult ADHD symptoms
• Changes in symptom presentation over time

The Persistence of ADHD: From Childhood to Adulthood

ADHD manifests in three primary presentations: predominantly inattentive, predominantly hyperactive, and combined type. As individuals grow older, these presentations may shift, leading to misconceptions about “outgrowing” the disorder.

Many children who display hyperactive symptoms may appear calmer as adults, prompting the belief that they have overcome ADHD. However, symptoms of inattention, impulsivity, and disorganization often persist, albeit in different forms.

How do ADHD symptoms evolve from childhood to adulthood?

1. Hyperactivity may decrease or manifest as internal restlessness
2. Inattention and disorganization often persist
3. Impulsivity may present as poor decision-making or relationship difficulties
4. Time management challenges become more pronounced

The Neurological Basis of ADHD: Evidence of Lifelong Brain Differences

Recent research has provided compelling evidence that ADHD is not simply outgrown, even when symptoms appear to diminish. Courtney Lopresti, MS, reports on a study comparing the brains of adults with and without childhood ADHD diagnoses.

The research focused on the caudate nucleus, a brain region involved in various cognitive functions. Surprisingly, adults who had been diagnosed with ADHD in childhood but no longer met the diagnostic criteria still showed structural differences in this area compared to those without a history of ADHD.

What does this brain research tell us about ADHD persistence?

• ADHD-related brain differences persist into adulthood
• Symptom reduction does not necessarily indicate a change in brain structure
• The underlying neurobiology of ADHD remains even when clinical symptoms subside

The Long-Term Impact of ADHD: Impairment and Adaptability

Dr. L. Eugene Arnold, CHADD’s resident expert on ADHD, sheds light on the long-term outcomes of individuals with ADHD. According to the Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (MTA), approximately 60% of children with ADHD continue to experience symptoms into adulthood.

However, it’s crucial to note that not all adults with persistent symptoms experience significant impairment. Some individuals develop effective coping strategies or experience a reduction in symptom severity, allowing them to manage their ADHD more effectively.

What factors influence the long-term impact of ADHD?

• Development of coping skills and strategies
• Changes in symptom severity over time
• Environmental adaptations and support systems
• Access to appropriate treatment and resources

Adult ADHD: Recognizing Symptoms and Seeking Help

While ADHD symptoms in adults may differ from those observed in children, they can still significantly impact daily life. Adults with ADHD often experience:

• Internal feelings of restlessness
• Poor memory and difficulty with task completion
• Time blindness and chronic lateness
• Challenges in maintaining relationships
• Inconsistent job performance

Dr. Arnold emphasizes the importance of seeking professional help if ADHD symptoms continue to cause stress or functional impairment in adulthood. He notes, “If you’re stressed out or having trouble functioning because of your ADHD, it’s time to seek professional help.”

When should adults consider reevaluating their ADHD?

• During major life transitions (e.g., starting a new job, entering a relationship)
• When experiencing increased stress or difficulty managing daily tasks
• If previously effective coping strategies no longer seem to work
• When considering changes to treatment or management approaches

Managing ADHD in Adulthood: Strategies for Success

While ADHD may persist into adulthood, there are numerous strategies and treatment options available to help adults manage their symptoms effectively. Dr. Arnold suggests developing good habits and routines to minimize the impact of attention difficulties.

For example, consistently placing items in the same location or paying bills immediately upon receipt can reduce the cognitive load associated with these tasks. Additionally, adults with ADHD have access to a broader range of management options compared to children.

What are some effective strategies for managing adult ADHD?

1. Establishing consistent routines and organizational systems
2. Utilizing technology for reminders and task management
3. Practicing mindfulness and stress-reduction techniques
4. Seeking accommodations in the workplace when necessary
5. Engaging in regular exercise and maintaining a healthy lifestyle

Treatment Options for Adult ADHD: A Comprehensive Approach

Managing ADHD in adulthood often requires a multifaceted approach. Treatment options may include:

• Medication management
• Cognitive-behavioral therapy (CBT)
• ADHD coaching
• Lifestyle modifications
• Support groups and peer connections

It’s important to note that treatment plans should be tailored to individual needs and may evolve over time. Regular check-ins with healthcare providers can help ensure that management strategies remain effective as life circumstances change.

How can adults determine the most appropriate treatment approach for their ADHD?

• Consult with a mental health professional specializing in adult ADHD
• Undergo a comprehensive evaluation to assess current symptoms and impairments
• Consider personal preferences and lifestyle factors when selecting treatment options
• Be open to trying different approaches and adjusting strategies as needed

The Future of ADHD Research: Advancing Our Understanding

As our knowledge of ADHD continues to grow, researchers are exploring new avenues to better understand the disorder’s lifelong impact and develop more effective interventions. Future research directions may include:

• Long-term neuroimaging studies to track brain changes over time
• Investigation of genetic factors influencing ADHD persistence
• Development of targeted interventions for adult ADHD subtypes
• Exploration of potential protective factors that may mitigate ADHD symptoms

By advancing our understanding of ADHD across the lifespan, we can continue to improve support and treatment options for individuals living with the disorder.

How might future research impact ADHD management in adulthood?

• Lead to more personalized treatment approaches based on individual neurobiology
• Develop novel interventions targeting specific ADHD-related brain differences
• Improve early identification and intervention strategies to optimize long-term outcomes
• Enhance our understanding of how ADHD interacts with other mental health conditions throughout life

In conclusion, while ADHD symptoms may change over time, the underlying neurobiology of the disorder persists into adulthood for many individuals. However, with proper understanding, support, and management strategies, adults with ADHD can lead fulfilling and successful lives. By recognizing the lifelong nature of ADHD and seeking appropriate help when needed, individuals can develop effective coping mechanisms and thrive despite the challenges associated with the disorder.

Grow Out of ADHD? Not Likely

 ADHD Weekly, December 17, 2020

Many parents and some young adults look at ADHD symptoms and hope that maybe, just maybe, the young person will outgrow ADHD. While symptoms tend to change over time, and a hyperactive presentation can shift to predominantly inattentive, is it possible to leave a diagnosis of ADHD behind?

At one point, as recently as the 1980s and early 1990s, professionals and parents did think that youth with ADHD would outgrow the disorder by their late teens or early adulthood. Part of the reason for the belief was a lack of research following children into adulthood and a limited number researchers investigating adult ADHD symptoms at that time.

“But as the science of ADHD exploded in frequency over the next few decades, all this dogma was being overturned,” explains researcher Russell A. Barkley, PhD. “Children diagnosed with ADHD are not likely to grow out of it. And while some children may recover fully from their disorder by age 21 or 27, the full disorder or at least significant symptoms and impairment persist in 50-86 percent of cases diagnosed in childhood. Hence it is a myth to assert that all children having ADHD will grow out of it.”

ADHD continues in adulthood

ADHD has three main presentations, predominantly inattentive, predominantly hyperactive, and combined type. These presentations can change during the different stages of a person’s life, and they can be affected by life circumstance. Many children who display the predominantly hyperactive form can grow into adults who no longer display hyperactivity. Often these children were thought to have outgrown ADHD simply because they acted more calmly in daily life, even though symptoms of inattention, impulsivity, and disorganization remained.

Courtney Lopresti, MS, reports she is often asked, “Can ADHD, much like certain forms of epilepsy, be outgrown? Or does… ADHD stick around for the long term despite what clinicians once believed?”

The research, she says, is telling us no; even those adults who are no longer displaying ADHD symptoms are still experiencing the brain differences associated with ADHD. The presentation has changed, she writes, but the underlying disorder remains.

To measure this, Ms. Lopresti says researchers compared the brains of adults who were not diagnosed with ADHD to those who had a diagnosis as children. They looked specifically at the caudate nucleus, a section of the brain that contributes to a variety of cognitive functions. The researchers observed a clear difference between the brains of those without ADHD and those with the disorder.

“The surprising thing, however, was that this brain difference was present regardless of whether or not the participant still met the diagnostic criteria of ADHD,” she says. “In other words, young adults who had been previously diagnosed with ADHD in adolescence but no longer demonstrated clinically significant symptoms still had smaller-than-average caudate nuclei than people without a history of ADHD.”

Impaired by ADHD symptoms

L. Eugene Arnold, MD, MEd, is CHADD’s resident expert on ADHD and one of the researchers in the Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (MTA). Among its findings, Dr. Arnold says, was that about 60 percent of the children in the study continued to experience ADHD symptoms into adulthood. However, some of those children were no longer considered to be impaired by those symptoms, either because they had become milder or the adults had developed coping skills to manage those symptoms.

“That’s the key—if you’re stressed out or having trouble functioning because of your ADHD, it’s time to seek professional help,” says Dr. Arnold. “If you develop good habits for things that can be handled automatically (i.e., habitually) like always putting things in the same place or paying a bill as soon as it comes, you don’t have to pay attention to those things, so difficulty in paying attention isn’t such a handicap. The good news is that ADHD usually isn’t as severe as in childhood, can be manageable with the right help, and can be responsive to options not available to children, such as changing jobs.”

Adult ADHD

Symptoms of adult ADHD include many of the same symptoms experienced by children, but can also include:

• internal feelings of restlessness
• poor memory
• time blindness
• difficulties in relationships
• poor job performance

Often adults will let treatment or management of ADHD lapse until changes occur in their way of life or work or home situations. A new evaluation for ADHD and possible co-occurring conditions can be done at any time. For adults, treatment options include lifestyle support and medication management, along with therapies that can address specific concerns or coexisting conditions.

“Not only can adults still meet the diagnostic criteria for ADHD, but adults who are technically ‘recovered’ from ADHD may struggle with certain cognitive tasks, experience less-than-healthy neural activity, and have irregular levels of gray matter in certain brain regions,” says Ms. Lopresti. “ADHD doesn’t disappear just because symptoms become less obvious—its effect on the brain lingers.”

Learn more about adult ADHD:

• Diagnosis of ADHD in Adults
• Q&A: What Happens During an Adult ADHD Evaluation?
• Adult ADHD and Emotions
• Choosing the Best Medication for Adult ADHD
• Webinar: Thriving & Striving with Adult ADHD: Personalize Your Treatment Plan

Join the discussion: When were your first diagnosed with ADHD?

Does ADHD Go Away?

Teens and young adults with ADHD—as well as their loved ones—often wonder whether they’ll “outgrow it. ” Could major symptoms like hyperactivity, impulsiveness, and inattention fade away thanks to ongoing brain development, new emotional maturity, or new coping skills?

Until recently, experts thought the answer was yes. Back in the 1970s, health care practitioners thought ADHD resolved itself by the teen years in almost every case.¹ By the 1990s, experts thought that up to 85% was still present in adolescence, but dropped to less than 5% by adulthood. And by the late 1990s, it was thought that about half of all ADHD persisted into the adult years.² Statistics seemed to back that up: According to the US Centers for Disease Control and Prevention, 9.4%³ of US kids and teens, ages 3-17, have been diagnosed with ADHD, compared to 4% to 5% of US adults.⁴

A “Childhood Disorder” Grows Up

But recent studies paint a new picture of what happens to ADHD symptoms over time.

A 2018 analysis of well-designed studies found that by the young adult years, about one-third of women and men diagnosed with ADHD found it was in remission. ⁵

“You can’t find symptoms that impair them,” says psychologist and ADHD researcher Stephen Faraone, PhD, a professor in the Departments of Psychiatry and Neuroscience and Physiology, SUNY Upstate Medical University in Syracuse, New York. “Hyperactivity and impulsivity seemed to be reduced faster than inattention, but more research is needed. Two-thirds continued to have impairing symptoms. We believe the reduction continues, but there’s very little data.”

Then in 2022, a University of Washington study uncovered something new. For many young adults, the researchers found, ADHD actually fluctuated–improving dramatically at times and then recurring at other times. “The researchers found that ADHD waxed and waned for many in the study,” Faraone says. “It was episodic.”

The study followed 558 people with ADHD for 16 years, from age 8 to age 25. It uncovered this ‘on again, off again’ pattern because participants, as well as their parents and teachers, reported ADHD symptoms every two years. In contrast, Faraone says, most other studies have looked at ADHD symptoms just a few times. “They had more data at more time points in the University of Washington study,” he explains.

A New Understanding

The University of Washington study found that the ADHD experience wasn’t the same for everybody:

• For 9%, ADHD symptoms went into remission and stayed in remission. They faded and did not return.

• For 15.8%, ADHD improved somewhat and stayed stable.

• For 10.8%, ADHD symptoms didn’t improve.

• And for 64%, ADHD had big ups and downs. Symptoms improved significantly at times, only to worsen later. Some saw their ADHD symptoms improve so much that they were considered ‘in remission’–in other words, they no longer met the criteria for an ADHD diagnosis. But “after a period of full remission, recurrent ADHD symptoms were the rule, rather than the exception,” the researchers say.

It could be disheartening to think ADHD is gone, only to have it return again. But the researchers say understanding this pattern can help people cope and get the care they need.

“There’s a message of hope here for patients with ADHD,” lead researcher Margaret Sibley, PhD, associate professor of psychiatry and behavioral sciences at the University of Washington School of Medicine and a researcher at Seattle Children’s Research Institute, said in a February 2022 interview with the American Journal of Psychiatry. “Even if it’s a kind of lifelong journey for people to learn how to manage it, we see in most subjects there were times when it was under control. That glass half full mentality is a healthy one to communicate to patients, instead of the opposite–that it’s pretty rare to fully grow out of their ADHD long-term.”

Behind Zig-Zagging ADHD

Though that study didn’t look at why, the researchers did find ADHD returned most often at times of life that are also times of transition. It recurred, for example, between ages 14 and 16 (when teens are grappling with high school and new academic and social challenges), and between ages 19 and 21, (when young people are making the transition to work, college and adulthood).

“I like to think of ADHD as an interaction between the brain’s ability to self-regulate behavior and challenges to that self-regulation,” Faraone says. “At times of transition, such as starting high school or starting college, you have to self-regulate more. It’s more of a challenge.”

Riding this zig-zagging rollercoaster, the researchers say, is a common experience. “It’s important for people diagnosed with ADHD to understand that it’s normal to have times in your life where things may be more unmanageable and other times when things feel more under control,” Sibley notes. More research is needed, but Sibley and her team recommend that young people with ADHD continue seeing their healthcare practitioner yearly, or even more often, even if treatment with medication and/or behavior therapy is working, to catch times when symptoms grow worse.

It’s important to get help if symptoms worsen or ADHD starts interfering with school, work, relationships, or living a healthy lifestyle, Sibley notes. While medication and behavior therapy, including cognitive behavior therapy for teens and young adults, are evidence-based treatments for ADHD, getting enough sleep, managing stress, following a healthy diet and other lifestyle steps may be helpful, too.

Stress, an unhealthy lifestyle, not getting enough restful sleep, an unhealthy diet and a lack of regular exercise could all contribute, Sibley notes. So can not paying attention to what helps manage ADHD symptoms best or not setting aside time to see healthcare professionals for help with medication and counseling, such as cognitive behavior therapy, as well as for self-care.

When symptoms come back or become stronger, it’s a good time to get the care you need from healthcare professionals for ADHD.

Do Adults Really Have Less ADHD?

But there’s more to the “can you outgrow ADHD or not” story. Up to 80% of adult ADHD isn’t diagnosed,⁶ possibly because people don’t get help, think they have another issue like anxiety or depression, or because the criteria for diagnosing adult ADHD may be missing people. “Symptoms look different in adults,” Faraone says. (Meanwhile, rates of adult ADHD diagnosis are climbing rapidly, rising four times faster than rates in children in a large 2019 Kaiser Permanente study.⁷)

Some adults diagnosed with ADHD as kids or teens learn to compensate so well it seems they no longer have ADHD, according to Edward Hallowell, MD, a child and adult psychiatrist with a specialty in ADHD. Building supportive relationships and finding work or a career that draws on strengths, not on areas that are challenging with ADHD, are two ways to compensate, according to the non-profit advocacy organization Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD).⁸ So, of course, is getting recommended treatment. And getting help with other disorders that may come along with ADHD, such as depression, anxiety, or substance abuse, can also make managing ADHD easier and more effective, the group notes.

On-going brain development helps, too. “For neurotypicals, the brain matures and coalesces by about age 25,” notes licensed clinical psychologist Sharon Saline, PsyD, of Northampton, Massachusetts, author of “What Your ADHD Child Wishes You Knew: Working Together to Empower Kids for Success in School and Life. ”⁹ “For someone with ADHD, it could be age 28 or later.”

Myelin coatings on brain connections, for instance, take longer to develop for people with ADHD. These fatty coatings, the brain’s white matter, improve communication between brain cells. “ADHD is still there, but you have more perspective, more awareness of yourself. With the right support, you can manage your ADHD better,” Saline notes.

1. ADHD Awareness Month. Available at https://www.adhdawarenessmonth.org/children-do-not-grow-out-of-adhd/Accessed March 7, 2023.
2. Sibley 2022.pdf. See p 1 col 1. Variable Patterns of Remission From ADHD in the Multimodal Treatment Study of ADHD. Sibley et al. AmJ Psychiatry 2022; 179:142–151;
3. Prevalence of Parent-Reported ADHD Diagnosis and Associated Treatment Among U.S. Children and Adolescents, 2016. Danielson et al. J Clin Child Adolesc Psychol 2018 Mar-Apr;47(2):199-212. Available at
   https://pubmed.ncbi.nlm.nih.gov/29363986/ Accessed March 7, 2023.
4. Kessler RC, Adler L, Barkley R, et al. The prevalence and correlates of adult ADHD in the United States: results from the National Comorbidity Survey Replication. Am J Psychiatry. 2006;163(4):716-723. doi:10.1176/ajp.2006.163.4.716 Available at https://pubmed.ncbi.nlm.nih.gov/30195575/ Accessed March 7, 2023.
5. Franke B, Michelini G, Asherson P, et al. Live fast, die young? A review on the developmental trajectories of ADHD across the lifespan. Eur Neuropsychopharmacol. 2018;28(10):1059-1088. doi:10.1016/j.euroneuro.2018.08.001
   6.HCP Live. Underdiagnosis of Adult ADHD. October 26, 2022. Available at https://www.hcplive.com/view/underdiagnosis-of-adult-adhd
6. Chung W, Jiang S, Paksarian D, et al. Trends in the Prevalence and Incidence of Attention-Deficit/Hyperactivity Disorder Among Adults and Children of Different Racial and Ethnic Groups. JAMA Netw Open. 2019;2(11):e1914344. https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2753787
7. CHADD: How ADHD Sometimes Improves. Available at https://chadd. org/attention-article/how-adhd-sometimes-improves/ Accessed March 7, 2023.
8. Dr. Sharon Saline. Availabe at https://drsharonsaline.com/about-dr-sharon-saline/ Accessed March 7, 2023.

Notes: This article was originally published March 7, 2023 and most recently updated March 20, 2023.

Why there are more and more children with ADHD: 4 non-obvious signs of the syndrome

It is not difficult to recognize children with ADHD: they are spinning and spinning all the time and cannot sit still for a second, because the motor energy helps them to concentrate. And if you try to make them freeze, it instantly dissipates, because all the forces go into doing this impossible task.

The main signs of ADHD are known to all: hyperactivity, inattention, bad behavior, but this is only the tip of the iceberg. How to recognize the syndrome and its symptoms at a very early age, “Oh!” said Alla Kozurova, a neuropsychologist, specialist in sensorimotor therapy and an expert at the Parenting with Meaning forum, which will be held this Sunday in Moscow.

Alla Kozurova, neuropsychologist, specialist in sensorimotor therapy

ADHD (Attention Deficit Hyperactivity Disorder) is a deficit in executive functions. The frontal lobe is responsible for these functions in an adult, and if everything is in order with it, then he can control behavior, learn complex sciences and develop his competencies. In children, the frontal lobe begins to mature around the age of 8, but the control functions are laid in the first 12 months of a baby’s life! Just imagine how cunningly nature has thought of everything: these functions in children under the age of 8 are controlled by subcortical structures and the limbic system, and only when the child is ready do they “move” to their rightful place. The limbic system is responsible for our emotions, as well as for sleep and wakefulness. That is why it is so important for preschoolers to observe the daily routine.

The generation of children with signs and symptoms of ADHD is our future. The classic signs of the syndrome are known to everyone – these are bad behavior, hyperactivity, inattention, restlessness. In fact, the majority of modern children have symptoms of ADHD, and even adults, if they look carefully, can find them in themselves. But you need to be able to distinguish between symptoms, that is, any developmental deficits, and, in fact, a syndrome – and this is already a combination of a certain number of symptoms. ADHD refers to psychiatric diseases, such a diagnosis is made for life, and only a few people! In this case, the person needs medical treatment. But the symptoms that almost every third modern child has, fortunately, lend themselves well to correction, and sometimes they can be dealt with simply as a result of regular classes.

The individual features of ADHD are not a basis for a diagnosis, but are a basis for assistance. In addition to those already listed, there are several other shadow indicators that parents should pay attention to.

Sleep disturbance and difficulty falling asleep

These are the main predictors of symptoms and the syndrome itself. If a child constantly wakes up in the morning in a bad mood or jumps up in the middle of the night because he has terrible dreams, then this is a reason to see a doctor. Yes, this is not yet a symptom, but the lower limit of the norm. At preschool and primary school age, sleep is very important for a child, it starts many different and very important processes in the body, and sudden waking up causes a malfunction in the well-functioning mechanism, which naturally affects well-being during the day.

Field behavior

This term can easily be replaced by the phrase “like a squirrel in a wheel”. A child who cannot sit still for a long time, get carried away by something, runs here and there – this is a classic example of field behavior. It is interesting, by the way, that he can get carried away with what he is really interested in. It would be good for such children to find a resource activity, for example, any kind of creativity or design. If you succeed in doing this – excellent, if not – then this is a direct reason for a visit to a neuropsychologist.

You can carry out simple diagnostics of control functions at home using the constructor. Give your child a new set with instructions and watch what he does. If he copes well with the prescriptions from the book, that’s great. But if he says: “I don’t want to read the instructions, I’ll do everything myself!”, then usually parents think that this is a sign of creativity, originality, but neuropsychologists take this behavior as a violation of visual-spatial orientation and inability to act according to the schedule.

Frequent tantrums

Frequent tantrums can also be a predictor of ADHD, although they can also be considered as a variant of the norm. Pay attention to what causes hysteria, try to notice even the most insignificant details – it will be easier for you to figure out what it is: banal fatigue, whims, or a reason to visit a doctor.

Toe walking

Toe walking is another strong predictor of ADHD, but this feature can also be called ambiguous. If a child on emotions, seeing something interesting, rises on tiptoe – this is the norm, but if he walks like this all the time, then this is already a “bell”.

Correction of ADHD

Asking children with ADHD to concentrate or be organized is the same as asking a person without a leg to walk without crutches, in other words, to do the impossible. Such children constantly need external control until they have their own internal resource. But if you think about it, it’s completely normal! While the child cannot walk, we carry him in our arms, while he cannot speak, we speak for him and together with him. So why not help children who cannot yet organize their time and be responsible for their behavior? Believe me, they will definitely outgrow it and learn to do everything on their own. Just give them a chance.

Children with the syndrome benefit from playing sports to relieve tension and throw out accumulated energy. They are recommended all types of loads that strengthen the core muscles and positively affect the vessels: cross-country skiing, skating, horseback riding, swimming, gymnastics, general physical training and walking. This is a basic set, on which, if desired, and with an appropriate level of training, you can string almost any sport.

But the most important thing for parents of children with ADHD is to observe their child, study him, accept him for who he is, believe in him, love and treat him carefully. Then you will succeed.

Read also:

What to do if you have a hyperactive child Children” will talk about dyslexia

Photo: Shutterstock.com

psychology development education useful tips

How to study with attention deficit hyperactivity disorder

Education

01. 09.21

Chris Krasnopolskaya

studying with ADHD

Author profile

I realized that I couldn’t study like everyone else when I was a child, when my mother took me to a developmental circle.

My pens and pencils were constantly disappearing, I skipped the assignments and then made up for what I had heard in my own ways: I asked other children, peeped from my neighbors on the desk, or invented it myself.

When I went to the preparatory class, I was often distracted by the patterns on the wallpaper, I forgot what lesson was next and who was teaching it, I constantly made mistakes due to inattention. Out of anger at herself, she tried to erase the wrong entries in the notebook with her finger. For this, I was scolded in front of my mother at the parent meeting.

My parents ignored the problems, so I kept my head in the clouds and chasing the other kids.

Much later, already in the last grades of school, I learned from my psychologist that I have a suspicion of attention deficit disorder. For this and other reasons, she advised a consultation with a psychiatrist, who diagnosed her with Attention Deficit Hyperactivity Disorder, or ADHD.

I was still in the center of the usual learning process, but I already looked at it differently. I passed several tests and was shocked: how do they know all this about me? Through various articles, I began to study how the brain with ADHD works, and for the first time I felt that someone understood me.

Of the Russian-language texts, I liked the story about the types of fidgets the most: it tells how a person with attention deficit disorder feels, how he reacts to events, behaves in society, what his strengths and weaknesses are. In a word, I realized that ADHD is not a random set of my unfortunate qualities, but a studied phenomenon.

Two types of Fidgets plus options – a chapter from the book “ADHD Life” by Roman Savin

Why learning is difficult with ADHD

One of the main problems of the syndrome is a lack of concentration. Because of it, it is difficult for children and adults to force themselves to sit down to work until the deadline becomes catastrophically close. And when you finally manage to start, the swaying of the curtain, and the horn from the street, and an imaginary conversation with a friend can distract you.

Due to a lack of concentration, tasks are easily forgotten: you are given an assignment, you nod, but after a second what was said already flew out of your head.

The US National Institute of Mental Health and the American Psychiatric Association identify the following symptoms of ADHD:

• wandering in one’s own thoughts when talking;
• loss of everyday things;
• disorganization, for example, postponing things for later;
• forgetfulness;
• inattention;
• lack of concentration;
• hypermobility.

ADHD is sometimes thought of as a childhood problem, but it’s not: the symptoms don’t always go away with age. You can check yourself with the ASRS test, a rapid test for diagnosing ADHD in adults developed by WHO and researchers at New York University School of Medicine and Harvard Medical School. But the final diagnosis is made only by a doctor: seek advice if you suspect you have this syndrome.

How to start studying and not fail: 10 podcasts about education

I adapted for a long time and was able to improve my studies, judging by the results: I graduated from school with a gold medal, independently prepared for the ZNO, the Ukrainian analogue of the Unified State Examination, and passed the exams for a high score. Thanks to self-organization, I entered the university with a degree in marketing and PR, but postponed my studies for a year and entered the Leadership Academy. This is not a standard training, but a special ten-month program with lectures, travel, team projects and volunteering, during which school graduates and first-year students not only learn something new, but also develop emotional intelligence, learn project management and train endurance.

Share tips that help me in my studies. Both schoolchildren and adults can use them.

Memorize through associations

Problem. When a person with ADHD receives new information, especially in a continuous stream, it is not absorbed, but flies by. This is due to the fact that it is difficult for the brain to focus on individual components.

How to solve. Associations help attach new information to something already known and understood. There are many techniques that help to do this – I will tell you which ones I use.

While listening, it helps me to concentrate on some subject. If in a lesson they talk about a military campaign, and I look at a flower in a pot, then on the control, when I see this flower, I will also remember a historical event.

How to tell a good English school from a bad one

I also like to draw shapes on paper. If I hear a new word in English and at the same time draw a yellow circle, it is clearly imprinted in memory in conjunction with the word.

To memorize the words, the teacher’s advice was very useful to me – to come up with the most caricature image, consonant with the new term. The brighter the image, the better it will be imprinted in memory: for example, the word plumber – “plumber” in English – was easy for me to remember when I imagined this plumber eating ice cream. He is dressed in a uniform, holding tools with one hand, and in the other his ice cream melts, dripping onto the floor – it’s hard to forget.

Colors and shapes also help structure and remember information

Tip. If during a lesson or lecture you want to draw pictures or even abstract lines in the margins, don’t stop.

In CIS schools, children are often scolded for meaningless scribbles in notes: it is believed that they distract from mastering the material. At the same time, scientists have found that such drawings help to better remember and process information.

Benefits of Astrakhan – Harvard Health Publishing

At school and courses, I constantly drew in notebooks – on each page there were three quarters of notes and a quarter of ornaments, caricatures, abstract lines. When the pen moved over the paper, the heard material was absorbed best: the sketches did not allow them to be distracted either by their own thoughts or by external factors.

My drawings in the margins from old school notebooks

Carrying spare stationery

Problem. It often happens to me like this: I just wrote a summary, and the pen is already gone. This situation is typical for people with ADHD and is very disturbing in studies: as soon as you force yourself to sit down for a task, the necessary items are not at hand, and while you are looking for them, concentration leaves again.

How to solve. Wear several items necessary for classes. If one black pen is needed for lessons or lectures, take three. If you are asked to take two pens for an exam, put four. Most likely, they will not disappear anywhere: you will find them later in your pants pocket or at the very bottom of your backpack, but this approach calms you down while studying and does not allow you to be distracted by searches.

It is convenient to store writing instruments in clamshell cases: in contrast to cosmetic cases, in them the accessories do not lie in a pile, and each item is attached with a separate elastic band.

In such a pencil case, everything you need is always in sight: it is easy to control the number of pens and pencils and quickly notice what is missing. Source: ozon.ru

Parents need to be prepared for the fact that the child is unlikely to put objects in fixed places: most likely, pencils will be laid out in a different order each time. The main thing is that they will be easy to find when they are needed.

When choosing pens, pay attention to the ink: it is better that they do not smudge when writing. Blots are distracting, you want to erase them: because of this, you can fall behind in class and not have time to write a dictation or pass a test.

I do not advise you to take erasable pens: the invention seems convenient, but in fact they are more smeared than erased.

Notice also the pencils. Hard leads dig deep into the paper, and the eraser doesn’t completely erase the inscriptions and drawings, so I usually buy soft pencils marked HB, B, and 2B.

Divide long instructions into specific tasks

Problem. When listing instructions, the brain cannot pay attention to any of them separately. This leads to confusion and unwillingness to take on the task.

How to solve. Divide the instruction into parts and perceive each fragment as a separate task: so the passage of each stage will be considered a small victory.

For example, making a cake seems overwhelming to me when I look at the whole recipe. But if you first put the cream recipe in front of your eyes, then the cakes, and then the assembly instructions, everything works out.

To motivate yourself to complete tasks, you can turn the instruction into a game. For example, group tasks by color: the first three are yellow, the next three are red, and so on. This helps not to stop after solving one item, but to complete each group to the end.

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Don’t forget to praise yourself after each completed part. Praise motivates not to quit what you started and move to the end.

Set deadlines for completing tasks

Problem. People with ADHD may find it difficult to realize how much time has passed since they got distracted or took a break. If an unattractive task is ahead, a person with ADHD may put it off until later, confident that there is still a lot of time, only to find, an hour before the deadline, that the task requires at least three hours of work.

It happened more than once that I did a project on Sunday night, although it was assigned on Tuesday. Or frantically taught a poem when the first guys on the list were already reciting it. I managed, but such a lifestyle, especially a permanent one, is very exhausting, and knowledge quickly disappears.

How to solve. If I have a difficult task in front of me, I draw up a plan for solving it in advance: while I write down the points, I begin to better understand what exactly needs to be done.

Then I combine several items and set deadlines: for example, I need to do this group today, and that one tomorrow. So the next morning, the terrible thought of a big task does not spin in my head, because I know that I have planned feasible work for the day. The plan gives confidence and motivation: I know in advance what I will do, and at the end of the day I can praise myself for the closed stage, and not scold myself for not doing everything at once.

If you started working on a task and saw that there are too many points in the plan, it is better to redistribute them. Large volumes will not only not help to complete the task on time, but will also lead to anxiety and self-criticism.

This is what my plans usually look like: to make things easier to navigate, I assign a specific color to each time period

Use different notebooks for different subjects

Problem. When a student with ADHD sees a stack of identical, unremarkable notebooks, he makes an extra effort to find the right one. You also don’t want to write in a “boring” notebook, so it’s easy to fall into the trap of self-deception: it seems that there is no need for abstracts, everything will be remembered anyway, but after a minute important information flies out of your head.

How to solve. For different items, take notebooks, folders and notepads that are different from each other. I try to buy notebooks that cause a wow effect: with a breathtaking scenery, a beautiful illustration, a cute puppy. But strictly one piece of each design.

If you have a strict educational institution that is against a variety of colors, you can sign notebooks with a colored pen, add a sticker or other permitted identification mark.

I like these notebooks: they have a catchy but calm design

Carefully choose teachers

Problem. Forgetfulness, mobility, and inattention are features that are common in people with ADHD. Teachers do not always adjust their work methods to account for these problems, although this directly affects the effectiveness of teaching.

How to solve. If it is possible to choose a teacher – for example, a tutor, course leader or class teacher, use it.

First of all, I advise you to ask the teacher how he feels about the unusual methods of solving problems, taking notes and structuring the material. The fact is that a person with ADHD wants to invent, and not follow the beaten path: if the teacher imposes his work patterns, the student will try to adjust for a long time and miss important information because of this, or completely lose interest in the subject.

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At the same time, the qualifications of a teacher do not guarantee the flexibility of the methodology. For example, my school math teacher wrote textbooks, received the title of teacher of the year several times, but I often could not find a common language with him. If I started writing a solution at the blackboard in a different form than he gave us, he started shouting that I was writing nonsense, even if the answer turned out to be correct.

Another important parameter is the willingness of the teacher to praise the student for his achievements. It is difficult for a student with ADHD to study the same subject or work on a certain topic for a long time: they want to teach a little, quit, switch to something new. The saying “hard to learn, easy to fight” does not work: the student does not see the connection between work now and reward later, so it is important to praise and support him in the course of training.

The teacher should also be set up for a creative approach. The emphasis on discipline, strictness, conservatism, seriousness will not create a comfortable space for the child. Yes, restless children need to be able to calm down and keep busy, but if they are not interested, there will be no progress.

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Council. When choosing a teacher, talk not only with him, but also with his students: find out what he usually praises for, what he scolds for, what lowers his grades for. If you made a mistake and it turned out to be uncomfortable to study, it is better to change the teacher as soon as possible: this will help you not to lose interest in the subject during unpleasant classes.

Do not be afraid of creativity

Problem. People with ADHD are distracted a lot, do not perceive information linearly, but combine it themselves. Because of this, it can be difficult to listen to long lectures or follow the logic in the textbook.