ADHD is potentially one of the most misunderstood neurodivergent conditions, largely reinforced by its name, which suggests a deficit in attention skills. In reality, ADHD may be an abundance of attention rather than a deficit. This means ADHDers are taking in so much information that their brains struggle to process it quickly enough, or prioritise what is important. When we think of ADHD there is also a tendency to focus on the outward 'symptoms', such as hyperactivity or inattention, rather than on the actual cognitive functioning profile.

ADHD is also often discussed in relation to dopamine. While the link between the two is not fully understood, it is no longer believed that ADHD is a dopamine deficiency. We do however think that ADHDers often don't get dopamine from activates they have no interest in, or which they are obliged to do (external reward systems often lack impact). As dopamine has a critical role in learning, attention and the brain's internal reward system, it is understandable that engaging in activities of low interest might result in a barrier. In contrast, when the ADHDer has a genuine interest in the activity and dopamine is released, they can hyperfocus on said activity for a sustained period of time.

Resilience
Quick Thinking
Adaptability
Imagination
Creativity
Enthusiasm
Thinking 'outside the box'
Energetic
Fast worker
Seeing connections between concepts
Problem-solving
Hyperfocus
Strong morals/ sense of fairness
Empathetic
Risk-taking
Sense of humour

Time management
Completing 'boring' tasks
Forgetfulness
Organisational skills
Sustaining attention
Remembering verbal instructions
Restlessness
Emotional regulation
Self-esteem
Burnout
Getting to sleep
Premenstrual Emotional Dysregulation
Working memory

Judgement from others / lack of understanding
Following instructions that are only given in verbal format
Having to stand or sit for prolonged periods of time
Having to sustain attention without brain/movement breaks
Self-assumed blame or criticism (based on past experiences)
Unclear work expectations that leads to them doing more than would normally be expected, and then burnout.
Deadlines too far in advance
Priority given to external reward systems instead of internal ones
Lack of flexibility

*Not everyone will face all these challenges, or have all these strengths. Everyone is different.

The following websites offer more information and resources on ADHD

ADHD Foundation

ADHD Adult UK

ADDISS, The National Attention Deficit Disorder Information and Support Service.

Advance HE: Inclusivity ADHD

The ADHD Centre

Think ADHD

ADHD and Higher Education

Doyle, A., Healy, O., Paterson, J., Lewis, K., & Treanor, D. (2024). What does an ADHD-friendly university look like? A case study from Ireland. International Journal of Educational Research. 7. 100345. https://doi.org/10.1016/j.ijedro.2024.100345
Bertilsdotter Rosqvist, H., Hultman, L., Österborg Wiklund, S., Nygren, A., Storm, P. and Sandberg, G., (2023). ADHD in higher education and academia. Canadian Journal on Disability Studies, 12(3), pp.1-26.
Álvarez-Godos, M., Ferreira, C., & Vieira, M-J. (2023). A systematic review of actions aimed at university students with ADHD. Frontiers Psychology. 14. https://doi.org/10.3389/fpsyg.2023.1216692
Levenberg, A. and Reesh, S.A., (2023). Learning From Recorded Lectures: Perceptions of Students With ADHD. Journal of attention disorders, 27(9), pp.960-972.
Schipper, L. et al (2022). A qualitative and quantitative study of self-reported positive characteristics of individuals with ADHD. Frontiers in Psychiatry
Sedgwick-Müller, J, A., Müller-Sedgewick, U., Adamou, M., Canani, M., Champ, R., Gudjónsoon, G., Hank, D., Pitts, M., Young, S. and Asherson, P. (2022). University students with attention deficit hyperactivity disorder (ADHD): a consesus statement from the UK Adult ADHD network. BMC Psychiatry.
Henning, C., Summerfeldt, L., & Parker, J. (2021). ADHD and Academic Success in university students: The important role of impaired attention. Journal of Attention Disorders. 26:6. 893-901. https://doi.org/10.1177/10870547211036758
Eccleston, L., Williams, J., Knowles, S., and Soulsby, L. (2019). Adolescent experiences of living with a diagnosis of ADHD a systematic review and thematic synthesis. Emotional and Behavioural Difficulties.
Sedgwick, J.A. (2018). University students with attention deficit hyperactivity disorder (ADHD): A literature review. Irish journal of psychological medicine.
Jansen, D., Petry, K., Ceulemans, E., Van der Oord, S., Noens, I. and Baeyens, D., 2017. Functioning and participation problems of students with ADHD in higher education: which reasonable accommodations are effective?. European Journal of Special Needs Education, 32(1), pp.35-53.

Blogs are a great way to understand the real life experiences of having ADHD. Click on the blog titles below to open them in a new page.

Title icon: podcasts

ADHD Adults Podcast UK

How to ADHD

Translating ADHD

Title icon: books

Pink, R and Emery, R. (2023). Dirty Laundry. Penguin Publishers
Ben, J. G. (2023). Women with ADHD, A radical guide: Break through barriers, stay active and embrace neurodiversity. Independently Published.
Hollowell, E. M., and Ratey, J. J. (2021). ADHD 2.0. Penguin Random House Publishers.
Barkley, R. (2020). Taking Charge of Adult ADHD. Guildford Press
Archer, D. (2015). The ADHD advantage: What you thought was a diagnosis may be your greatest strength. Avery Publishing
Hollowell, E. M., and Ratey, J. J. (2013) Driven to Distraction. Touchstone Publishers
Pollak, D. (2009). Neurodiversity in Higher Education: Positive Responses to Specific Learning Differences. Wiley.
Kelly, K. (2006). You Mean I’m not Lazy, Stupid or Crazy? Simon & Schuster Ltd