What is ADHD?
Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition that can affect children, teenagers, and adults. It can impact academic and professional performance, work productivity, social interactions, relationships, and everyday functioning and well-being.
The type someone is diagnosed with depends on which symptoms are most prevalent. If a person has a mix of both inattentive and hyperactive/impulsive traits, they would be diagnosed with combined typeADHD.
The symptoms of ADHD can be characterized by:
- Patterns of inattention (e.g, difficulty sustaining focus, staying organized, or following through on
tasks) - Hyperactivity (e.g., excessive movement, restlessness, difficulty remaining still)
- Impulsivity (e.g., acting without thinking, interrupting, calling out)
- Emotional dysregulation (e.g., heightened sensitivity to criticism or rejection, tendency to feel
overwhelmed, mood swings)
These challenges are persistent, show up in different settings, and present more strongly than what’s typical for others in an individual’s given age group.
How Common is ADHD?
In the U.S., about 6% of adults and 11.4% of children ages 3-17 have an ADHD diagnosis. ADHD is often first noticed in childhood, usually in school settings where symptoms may cause disruptions in the classroom or difficulties completing schoolwork. ADHD is diagnosed more often in boys than in girls (about 15% of boys ages 5-17 compared to 8% of girls), but this doesn’t mean boys are more likely to have ADHD. Instead, it often reflects how symptoms show up differently. Boys are more likely to display hyperactivity and outward behaviors, and girls are more likely to show inattentive symptoms, which can
be quieter and easier to overlook.
ADHD in Women and Girls
For many years, ADHD was widely assumed to be a condition that mostly affected boys and men, but research shows this is inaccurate. Research and lived experiences have shown that women are just as likely to have ADHD, and the difference in frequency of diagnosis in men vs. women has narrowed significantly in recent years. Despite this, women are still diagnosed less often. Many only seek an evaluation after ongoing struggles with daily life, and because ADHD often co-occurs with conditions
like anxiety or depression, they may first receive one of those diagnoses before their ADHD is recognized.
ADHD and Executive Function
ADHD symptoms arise from executive dysfunction. Executive functions refer to the brain’s self-management system. It provides us with the mental skills that help us to plan, organize, prioritize, manage impulses, and adapt to new situations. These skills are controlled by the brain’s frontal lobe and are essential for daily life, school, work, and relationships. Some key executive functions include working memory, impulse control, motivation, time perception, and decision making. When executive functioning is disrupted, it can create challenges in many areas of life. For people with ADHD, this often means difficulties being on time, managing emotions, or following through with responsibilities. Over time, these struggles can affect self-esteem, leading to feelings of guilt and shame. Many people with ADHD become highly sensitive to criticism while at the same time highly self-critical, as a result of the repeated criticism they’ve received throughout their lives. It’s important to recognize that this isn’t a personal failing. These challenges arise because the ADHD brain simply works differently, not because the person
isn’t trying hard enough.
ADHD in the Brain
ADHD has a strong genetic component, meaning it runs in families. It’s not uncommon for children with
ADHD to have a parent or sibling who also has the condition.
Researchers are still learning about how ADHD shows up in the brain, but a few patterns have been identified. Some areas of the brain, like the prefrontal cortex, tend to be a bit smaller in people with ADHD. The connections between brain regions can also work differently, especially between the prefrontal cortex and the striatum, a part of the brain that handles rewards and motivation. Research has also found differences in neurotransmitter levels, specifically dopamine and norepinephrine, which can make it harder to stay motivated, pay attention, and manage impulses. Studies show that people with ADHD may have lower activity in the prefrontal cortex during tasks that demand focus, but higher activity in the brain’s reward system, which can make resisting impulses harder. Additionally, the brain networks that manage attention sometimes work less efficiently, which helps explain why staying on task can feel like such a challenge.
It’s important to note that ADHD is not the same for everyone. The way these brain differences show up
can vary by age (often more noticeable in children) and from person to person.
Strengths of ADHD
While ADHD is often framed around difficulties, it also comes with unique strengths that can be powerful assets. Many adults with ADHD are highly creative and innovative thinkers, approaching problems from unique perspectives and generating ideas that others might miss. They also have the ability to hyperfocus, or go into a state of deep concentration on something that truly interests them, which can lead to outstanding results in areas that truly engage them. Beyond creativity, people with ADHD often bring contagious energy and spontaneity, inspiring those around them. Their curiosity and adaptability open doors to new opportunities, while their empathy and emotional awareness can help them build authentic, meaningful connections.
Public figures such as Olympic gold medalists Simone Biles and Michael Phelps, film director Greta Gerwig, and actor Mark Ruffalo have spoken out about living with ADHD, helping to highlight that it can be a source of strength amidst its challenges. Recognizing these qualities can shift the focus from limitations to possibilities, empowering people with ADHD to embrace their unique ways of thinking.
Diagnosis
Healthcare providers diagnose ADHD based on the presence and absence of certain symptoms. There is no lab test (like a blood test) that can diagnose ADHD. Instead, healthcare providers do what’s called an ADHD assessment, using the criteria listed in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR).
To make an ADHD diagnosis, providers look for these conditions:
- For children, six or more symptoms in one of the two main categories (inattention or
hyperactivity/ impulsivity) — or both— over the last six months. - For adults, at least five established ADHD behaviors in one category (inattention or
hyperactivity/impulsivity) for six months. - Adults or children must have symptomatic behavior in two or more settings, like at home, at
school, or on the job, usually as identified by two or more observers. - The symptoms are debilitating and interfere with daily functioning.
- Symptomatic behavior started in childhood, usually before age 12.
- Symptoms aren’t due to another disorder. For example, the symptoms aren’t caused by anxiety or
depression.
The assessment practitioners will determine if you meet the criteria for an ADHD diagnosis by recording symptoms using rating scales and other sources of information to ensure you meet standardized criteria. They will then conduct an interview to discuss your health, family, and lifestyle history. Beyond the initial ADHD criteria, your provider can also address your symptoms through an individualized screening to determine what’s causing them.
Treatment
- ADHD-Focused Therapy
- Medication
- Neurofeedback
- ADHD Psychoeducation
Treating ADHD often involves a combination of approaches tailored to each person’s needs. ADHD-focused therapy can help individuals build practical strategies for being on time, staying organized, and regulating emotions. Therapists partner with clients to set meaningful goals and build practical skills, such as breaking tasks into manageable steps or using visual supports like to-do lists, calendars, digital reminders, checklists, and timers. In ADHD-focused therapy, attention is also given to addressing negative thought patterns, strengthening self-esteem, and navigating challenges in relationships, school, and home life. The process is collaborative, combining conversation, active participation, reflection, and skill-building to help clients develop lasting coping strategies that support daily functioning and well-being.
For many people with ADHD, medication can be a key part of treatment. Medication can help boost focus, reduce impulsivity, increase attention span, and improve overall executing functioning. These medications work by adjusting the levels of certain neurotransmitters that support attention and self-control. Finding the right medication can involve some trial and error, but once the right fit is found, many notice a meaningful improvement in their symptoms.
Some people also explore neurofeedback, a non-invasive treatment that helps train the brain to improve attention and self-regulation through real-time biofeedback. The process usually begins with an initial consultation, during which a practitioner creates a “brain map” (a quantitative EEG, or qEEG) to identify areas of dysregulation. From there, you attend a series of regular, one-on-one sessions. During sessions, you receive positive feedback (which may be auditory (e.g., dings) or visual (e.g., screen gets brighter)) when your brain activity shifts toward a more regulated state. Over time, these rewards reinforce healthier brainwave patterns, with the goal of improving attention, impulse control, and other executive functions.
A typical course of treatment involves 30-40 sessions, usually scheduled 2 or 3 times per week, with each session lasting about 30-45 minutes. Some individuals may notice improvements after 10-15 sessions, but lasting results generally require completing the full program.
Psychoeducation is a therapeutic approach that emphasizes the structured delivery of information while equipping individuals and their families with practical coping strategies. In the context of ADHD, psychoeducation helps affirm the legitimacy of the condition, reduces stigma, and fosters stronger support systems within families, peer groups, schools, and workplaces. Traditional psychoeducation programs have primarily focused on providing general information about ADHD through lectures, group discussions, and parent trainings. In addition, there are many excellent books available that provide helpful insights into ADHD. Research indicates that psychoeducation not only enhances knowledge but also promotes more positive attitudes and supportive behaviors toward individuals with ADHD and their
families.
Together, these treatments can provide a strong foundation for living well with ADHD.