Maybe it’s your friend, boss, teacher, coach, or family member. ADHD misconceptions and myths negatively impact people with ADHD and those who support them, every day. When it comes to biases, judgments, and frustrations, how do you deal with them with calm and confidence? RELATED: 6 Common But Often Overlooked Symptoms Of ADHD In Adults
Here are 4 common ADHD misconceptions that everyone should stop believing.
1. ADHD is a lack of willpower.
“I’m tired of hearing that I’m not trying or I just make excuses.” One of the biggest ADHD misconceptions is that people with ADHD don’t have willpower. But people with ADHD actually have a lot of willpower. You face each day and do the best you can while living with significant executive functioning challenges. You have determination. You try to apply yourself to a variety of tasks in a variety of situations. Lower levels of dopamine and norepinephrine in the brain make it much more difficult to muster up the energy and concentration for things that seem uninteresting or unfulfilling and yet, kids and adults with ADHD figure out how to do this when they have access to appropriate supports. You (or your child) are a neurodiverse, outside-the-box thinker which can be a great asset to any project, classroom, team, or job. You are warriors. When someone talks about laziness or a lack of willpower, consider responding by saying: “ADHD is a biologically-based condition that affects executive functioning skills such as organization, time management, and planning. I’m building those skills every day. If you’d like to learn more about ADHD, I’m happy to share some information with you.” Remember that you are capable of extraordinary things, regardless of what others think.
2. Everybody has a little ADHD.
“People think if you are not hyper and wild, you don’t have ADHD.” There are different types of ADHD (hyperactive-impulsive, inattentive, and combination) and different levels of symptoms (mild, moderate, or severe). However, there’s no such thing as “a little ADHD” and technology does not cause ADHD. Using technology and multitasking can exacerbate symptoms of inattention and impulsivity, but they don’t cause ADHD. ADHD is rooted in a person’s neurology. This is why “everybody has it” is not a valid statement. What we have today is a distracted society, with kids and adults alike accustomed to being virtually connected at all times and expecting immediate responses to questions or problems. These statements minimize your experience as an adult with ADHD or as a parent of someone with ADHD. It’s easy to feel hurt or angry when you hear them. While you might feel frustrated, try responding by saying: “While all people can feel distracted and preoccupied at times, that is very different from the biology of having ADHD.” Don’t let their ignorance diminish your lived experience, and focus on your personal strengths. RELATED: How Adult ADD & ADHD Can Impact Healthy Relationships
3. ADHD means lower intelligence.
“Kids with ADHD don’t have the same abilities as kids without it.” Having ADHD doesn’t mean that your brain is broken or your intelligence is lower. There’s more than one way to view intelligence. Harvard psychologist Howard Gardner’s Theory of Multiple Intelligences suggests eight to nine different types, including visual-spatial intelligence, musical intelligence, naturalistic intelligence, and more. The reality is that everyone has stronger areas of intelligence than others — ADHD or not. But even if you’re simply concerned about IQ, ADHD is not correlated with someone having a higher or lower score. People with ADHD struggle with attending to and remembering certain subjects that they’re not interested in — more so than their peers. This is because their memory and attention work differently. What people with ADHD attend to, learn, and remember is often determined by what elicits a stronger dopamine response. This doesn’t mean that they can’t succeed in subjects that don’t interest them, it’s just much more difficult for them. However, people with ADHD can — and often do — excel in subjects, especially those that interest them! They can even hyperfocus on interests and activities that attract their attention (which can be but is not always a positive experience). A person with ADHD might also have a lot of knowledge on a subject but struggle with the format of the “tests” they’re given. Many people with ADHD think, process, and recall better in less distracting environments. Some think better when they can move around or fidget. They might need more testing time and/or the flexibility to express their knowledge in different ways. Thus, you can’t effectively assess everyone’s intelligence with a single testing system that wasn’t designed for neurodiverse people. It’s a common and dangerous ADHD misconception to think low intelligence is linked to ADHD. It can harm confidence and self-esteem. So how do you respond to this hurtful ADHD misconception? Try saying: “ADHD doesn’t correlate with higher or lower intelligence. There are many types of intelligence, and people with ADHD are often intelligent in areas that interest us compared to areas that don’t because of how our attention is regulated. Though people with ADHD can struggle in school, it has much more to do with the accessibility and flexibility of the learning and testing systems than it does our intelligence.” Though people might want to point out your challenges, I encourage you to reflect on, and focus on, your strengths and interests.
4. ADHD means less success in life.
“People think that those with ADHD will always be ‘a little behind’ their peers.” Growing up, it might have seemed like adults assessed how well you would “succeed in life” based on your school grades, athletic achievements, and ability to make and keep friends. Sometimes, it felt that your “success” as a teenager was going to determine the rest of your life! Kids and teens can get the impression that they’re destined for failure when they experience struggles in school. That is far from the truth. But, unfortunately, this belief can negatively impact their mood, self-esteem, and motivation. Adults with ADHD still experience difficulties, such as executive functioning, emotional dysregulation, and impulsivity challenges. But they can also have a greater understanding of their needs and strengths. They have more experience trying what works and what doesn’t. Even though adulthood brings more challenges (it certainly does), there are also more opportunities for exploration, self-discovery, connections, joy, and “success.” It’s hard to ignore the many societal influences you encounter every day that promote a limited idea of what “success” should look like, but it’s important to reflect on what “success” means to you, personally. This way, you make choices that reflect your own goals. Focus on your strengths, interests, and values. What would you truly like to accomplish? If you have ADHD, you might notice your interests change more frequently than your peers. This might mean your idea of “success” is changing, too, and that’s okay. If someone is questioning you or your child’s ability to “succeed,” consider saying something like this: “What it means to ‘succeed’ is often different from one person to the next. People with ADHD might need accommodations in certain school, work, social, and community settings, but we can thrive academically, professionally, socially, creatively, and in other various ways. We often live successful and fulfilling lives.” Rather than believing people with ADHD don’t have the means to “succeed,” how can you focus more on helping people with ADHD access the support and accommodations they need so they have more opportunities to do so? RELATED: 3 Simple Tips For Parenting A Child With ADHD (When You Have ADHD, Too!) Sharon Saline, Psy.D., is an international lecturer and workshop facilitator and has focused her work on ADHD, anxiety, learning differences, and mental health challenges and their impact on school and family dynamics for over 30 years. For more information, visit her website. This article was originally published at drsharonsaline.com . Reprinted with permission from the author.
