adhd essay

162 ADHD Essay Topics & Examples

Looking for ADHD topics to write about? ADHD (attention deficit hyperactivity disorder) is a very common condition nowadays. It is definitely worth analyzing.

🔝 Top 10 ADHD Research Topics

🏆 best adhd essay examples, 💡 most interesting adhd topics to write about, 🎓 exciting adhd essay topics, 🔥 hot adhd topics to write about, 👍 adhd research paper topics, ❓ research questions about adhd.

In your ADHD essay, you might want to focus on the causes or symptoms of this condition. Another idea is to concentrate on the treatments for ADHD in children and adults. Whether you are looking for an ADHD topic for an argumentative essay, a research paper, or a dissertation, our article will be helpful. We’ve collected top ADHD essay examples, research paper titles, and essay topics on ADHD.

• ADHD and its subtypes
• The most common symptoms of ADHD
• The causes of ADHD: genetics, environment, or both?
• ADHD and the changes in brain structures
• ADHD and motivation
• Treating ADHD: the new trends
• Behavioral therapy as ADHD treatment
• Natural remedies for ADHD
• ADD vs. ADHD: is there a difference?
• Living with ADHD: the main challenges
• Learning Disabilities: Differentiating ADHD and EBD As for the most appropriate setting, it is possible to seat the child near the teacher. It is possible to provide instructions with the help of visual aids.
• Everything You Need to Know About ADHD The frontal hemisphere of the brain is concerned with coordination and a delay in development in this part of the brain can lead to such kind of disorder.
• Attention Deficit Hyperactivity Disorder (ADD / ADHD) Some critics maintain that the condition is a work of fiction by the psychiatric and pharmacists who have taken advantage of distraught families’ attempts to comprehend the behaviour of their children to dramatise the condition.
• Is Attention Deficit Hyperactivity Disorder Real? In fact, the existence of the condition, its treatment and diagnosis, have been considered controversial topics since the condition was first suggested in the medical, psychology and education.
• ADHD and Its Effects on the Development of a Child In particular, this research study’s focus is the investigation of the impact of household chaos on the development and behavior of children with ADHD.
• The History of ADHD Treatment: Drug Addiction Disorders Therefore, the gathered data would be classified by year, treatment type, and gender to better comprehend the statistical distribution of the prevalence of drug addiction.
• Attention Deficit Hyperactivity Disorder and Recommended Therapy The condition affects the motivational functioning and abnormal cognitive and behavioural components of the brain. Dysfunction of the prefrontal cortex contributed to a lack of alertness and shortened attention in the brain’s short-term memory.
• Rhetorical Modes Anthology on Attention Deficit Disorder It clearly outlines the origin and early symptoms of the disorder and the scientist who discovered attention deficit hyperactivity disorder. Summary & Validity: This article describes the causes of hyperactivity disorder and the potential factors […]
• Attention-Deficit Hyperactivity Disorder in a Young Girl The particular objective was to assist Katie in becoming more focused and capable of finishing her chores. The patient received the same amount of IR Ritalin and was required to continue taking it for an […]
• Similarities and Differences: SPD, ADHD, and ASD The three disorders, Sensory Processing Disorder, Attention Deficit Hyperactivity Disorder, and Autism Spectrum Disorder, are often confused with each other due to the connections and similarities that exist.
• Attention Deficit Hyperactivity Disorder Awareness According to Sayal et al, ADHD is common in young boys as it is easier to identify the problem. The disorder is well-known, and there is no struggle to identify the problem.
• Assessing the Personality Profile With ADHD Characteristics On the contrary, the study was able to understand significant changes in the emotional states and mood of the children when the observations and the tests ended.
• Aspects of ADHD Patients Well-Being This goal can be achieved through the help of mental health and behavioral counselors to enhance behavioral modification and the ability to cope with challenges calmly and healthily.
• ADHD and Problems With Sleep This is because of the activity of a person in the middle of the day and the condition around them. The downside of the study is that the study group included 52 adults with ADHD […]
• The Attention Deficit Hyperactivity Disorder Treatment It has been estimated that when medicine and therapy are applied as treatment together, the outcomes for children with ADHD are excellent.
• Attention Deficit Hyperactivity Disorder Organization’s Mission Children and Adults with Attention-Deficit/Hyperactivity Disorder is an organization that is determined to handle individuals affected by ADHD. The organization was founded in 1987 following the rampant frustration and isolation that parents experienced due to […]
• Case Conceptualization: Abuse-Mediated ADHD Patient The case provides insight into the underlying causes of James’s educational problems and the drug abuse of his parents. The case makes it evident that the assumption from the first case conceptualization about James’s ADHD […]
• Change: Dealing With Patients With ADHD In the current workplace, the most appropriate change would be the increase in the awareness of nurses regarding the methods of dealing with patients with ADHD.
• Dealing With Attention Deficit Hyperactivity Disorder Although my experience is not dramatic, it clearly shows how untreated ADHD leads to isolation and almost depression. However, the question arises of what is the norm, how to define and measure it.
• Parents’ Perception of Attending an ADHD Clinic The main principles of the clinic’s specialists should be an objective diagnosis of the neurological status of the child and the characteristics of his/her behavior, the selection of drug treatment only on the basis of […]
• ADHD: Mental Disorder Based on Symptoms The DSM-5 raised the age limit from 6 to 12 for qualifying the disorder in children and now requires five instead of six inattentive or hyperactive-impulsive symptoms.
• Understanding Attention-Deficit/Hyperactivity Disorder Thus, the smaller sizes of the reviewed brain structures associated with ADHD result in problems with attention, memory, and controlling movement and emotional responses.
• Effective Therapies for Attention Deficit Hyperactivity Disorder The problem at hand is that there is a need to determine which of the therapies administered is effective in the management of ADHD.
• Participants of “ADHD Outside the Laboratory” Study The participants in the testing group and those in the control group were matched for age within 6 months, for IQ within 15 points and finally for performance on the tasks of the study.
• Variables in “ADHD Outside the Laboratory” Study The other variables are the videogames, matching exercise and the zoo navigation exercise used to test the performance of the boys.
• Different Types of Diets and Children’s ADHD Treatment The last factor is a trigger that can lead to the development of a child’s genes’ reaction. Thus, diet is one of the factors that can help prevent the development of ADHD.
• Attention Deficit Hyperactivity Disorder in Children The consistent utilization of effective praises and social rewards indeed results in the behavioral orientation of the child following the treatment goals.
• Reward and Error Processing in ADHD: Looking Into the Neurophysiological and the Behavioral Measures The study was mainly concerned with looking into the neurophysiological and to some extent the behavioral measures utilized in self regulation particularly in children suffering from attention – deficit hyperactivity disorder and those who are […]
• Vyvanse – ADD and ADHD Medicine Company Analysis It is produced by Shire and New River Pharmaceuticals in its inactive form which has to undergo digestion in the stomach and through the first-pass metabolic effect in the liver into L-lysine, an amino acid […]
• Dealing With the Disruptive Behaviors of ADHD and Asperger Syndrome Students While teaching in a class that has students with ADHD and Asperger syndrome, the teacher should ensure that they give instructions that are simple and easy to follow.
• Behavioral Parenting Training to Treat Children With ADHD These facts considered, it is possible to state that the seriousness of ADHD accounts for the necessity of the use of behavioral parental training as the treatment of the disorder.
• Current Issues in Psychopharmacology: Attention-Deficit Hyperactivity Disorder This is the area that is charged with the responsibility for vision control as well as a regulation of one’s brain’s ability to go to aresynchronize’ and go to rest.
• Cognitive Psychology and Attention Deficit Disorder On top of the difficulties in regulating alertness and attention, many individuals with ADD complain of inabilities to sustain effort for duties.
• ADHD Symptoms in Children However, there are some concerns in identifying the children with ADHD.described in a report that support should be initiated from the parents in, recognizing the problem and seeking the help of the educational professionals.2.
• Adult and Paediatric Psychology: Attention Deficit Hyperactivity Disorder To allow children to exercise their full life potential, and not have any depression-caused impairment in the social, academic, behavioral, and emotional field, it is vital to reveal this disorder as early in life, as […]
• Attention-Deficit Hyperactivity Disorder: Biological Testing The research, leading to the discovery of the Biological testing for ADHD was conducted in Thessaloniki, Greece with 65 children volunteering for the research. There is a large difference in the eye movement of a […]
• Issues in the Diagnosis of Attention-Deficit Hyperactivity Disorder in Children Concept theories concerning the nature of attention-deficit/hyperactivity disorder influence treatment, the approach to the education of children with ADHD, and the social perception of this disease.
• Attention Deficit Hyperactivity Disorder Care Controversy The objective of this study was to assess the efficacy, in terms of symptoms and function, and safety of “once-daily dose-optimized GXR compared with placebo in the treatment of children and adolescents aged 6 17 […]
• Attention Deficit Hyperactivity Interventions The authors examine a wide range of past studies that reported on the effects of peer inclusion interventions and present the overall results, showing why further research on peer inclusion interventions for children with ADHD […]
• Sociodemographic and Cultural Factors of Attention Deficit Hyperactivity Disorder Children at this age have particular difficulties in retaining and concentrating attention and in controlling behavior, and this stage is sensitive to the development of these abilities. The general problem is the increase in prevalence […]
• Attention Deficit Hyperactivity Disorder (ADHD) in a Child A child counselor works with children to help them become mentally and emotionally stable. The case that is examined in this essay is a child with attention deficit hyperactivity disorder.
• Attention Deficit Hyperactivity Disorder: Drug-Free Therapy The proposed study aims to create awareness of the importance of interventions with ADHD among parents refusing to use medication. The misperceptions about ADHD diagnosis and limited use of behavioral modification strategies may be due […]
• Attention Deficit Hyperactivity Disorder: Psychosocial Interventions The mentioned components and specifically the effects of the condition on a child and his family would be the biggest challenge in the case of Derrick.
• The Diagnosis and Treatment of ADHD Cortese et al.state that cognitive behavioral therapy is overall a practical approach to the treatment of the condition, which would be the primary intervention in this case.
• The Attention Deficit Hypersensitivity Disorder in Education Since ADHD is a topic of a condition that has the potential to cripple the abilities of a person, I have become attached to it much.
• Attention Deficit Hyperactivity Disorder: Comorbidities Due to the effects that ADHD has on patients’ relationships with their family members and friends, the development of comorbid health problems becomes highly possible.
• Medicating Kids to Treat ADHD The traditional view is that the drugs for the disorder are some of the safest in the psychiatric practice, while the dangers posed by untreated ADHD include failure in studies, inability to construct social connections, […]
• Attention Deficit Hyperactivity Disorder: Signs and Strategies Determining the presence of Attention Deficit Hyperactivity Disorder in a child and addressing the disorder is often a rather intricate process because of the vagueness that surrounds the issue.
• Cognitive Therapy for Attention Deficit Disorder The counselor is thus expected to assist the self-reflection and guide it in the direction that promises the most favorable outcome as well as raise the client’s awareness of the effect and, by extension, enhance […]
• “Stress” Video and “A Natural Fix for ADHD” Article There certainly are some deeper reasons for people to get stressed, and the video documentary “Stress: Portrait of a Killer” and the article “A Natural Fix for A.D.H.D”.by Dr.
• Attention Deficit Disorder: Diagnosis and Treatment The patient lives with her parents and 12-year-old brother in a middle-class neighborhood. Her father has a small business, and her mother works part-time in a daycare center.
• Bright Not Broken: Gifted Kids, ADHD, and Autism It is possible to state that the book provides rather a high-quality review of the issues about the identification, education, and upbringing of the 2e children.
• Attention Deficit Hyperactive Disorder: Case Review On the other hand, Mansour’s was observed to have difficulties in the simple tasks that he was requested to perform. Mansour’s appears to be in the 3rd phase of growth.
• Treatment of Children With ADHD Because of the lack of sufficient evidence concerning the effects of various treatment methods for ADHD, as well as the recent Ritalin scandal, the idea of treating children with ADHD with the help of stimulant […]
• Attention Deficit Hyperactivity Disorder Medicalization This paper discusses the phenomenon of medicalization of ADHD, along with the medicalization of other aspects perceived as deviant or atypical, it will also review the clash of scientific ideas and cultural assumptions where medicalization […]
• Medication and Its Role in the ADHD Treatment Similar inferences can be inferred from the findings of the research conducted by Reid, Trout and Schartz that revealed that medication is the most appropriate treatment of the symptoms associated with ADHD.
• Children With Attention-Deficit Hyperactivity Disorder The purpose of the present research is to understand the correlation between the self-esteem of children with ADHD and the use of medication and the disorder’s characteristics.
• Psychology: Attention Deficit and Hyperactivity Disorder It is important to pay attention to the development of proper self-esteem in children as it can negatively affect their development and performance in the future.
• Natural Remedies for ADHD The key peculiarity of ADHD is that a patient displays several of these symptoms, and they are observed quite regularly. Thus, one can say that proper diet can be effective for the treatment of attention […]
• Cognitive Behavior Therapy in Children With ADHD The study revealed that the skills acquired by the children in the sessions were relevant in the long term since the children’s behaviors were modeled entirely.
• Is Attention Deficit Disorder a Real Disorder? When Medicine Faces Controversial Issues In addition, it is necessary to mention that some of the symptoms which the children in the case study displayed could to be considered as the ones of ADHD.
• Foods That Effect Children With ADHD/ ADD Therefore, it is the duty of parents to identify specific foods and food additives that lead to hyperactivity in their children.
• Toby Diagnosed: Attention Deficit Hyperactivity Disorder The symptoms of the disorder are usually similar to those of other disorder and this increases the risks of misdiagnosing it or missing it all together.
• Identifying, Assessing and Treating Attention Deficit Hyperactivity Disorder For these criteria to be effective in diagnosing a child with ADHD, the following symptoms have to be present so that the child can be labelled as having ADHD; the child has to have had […]
• ADHD Should Be Viewed as a Cognitive Disorder The manifestation of the disorder and the difficulties that they cause, as posited by the American Psychiatric Association, are typically more pronounced when a person is involved in some piece of work such as studying […]
• Attention Deficit Hyperactivity Disorder Influence on the Adolescents’ Behavior That is why the investigation was developed to prove or disprove such hypotheses as the dependence of higher rates of anxiety of adolescents with ADHD on their diagnosis, the dependence of ODD and CD in […]
• Stroop Reaction Time on Adults With ADHD The model was used to investigate the effectiveness of processes used in testing interference control and task-set management in adults with ADHD disorder.
• Attention Deficit Hyperactivity Disorder Causes Family studies, relationship studies of adopted children, twin studies and molecular research have all confirmed that, ADHD is a genetic disorder.
• Diagnosis and Treatment of ADHD The diagnosis of ADHD has drawn a lot of attention from scientific and academic circles as some scholars argue that there are high levels of over diagnosis of the disorder.
• Attention-Deficit Hyperactivity Disorder As it would be observed, some of the symptoms associated with the disorder for children would differ from those of adults suffering from the same condition in a number of ways.
• Working Memory in Attention Deficit and Hyperactivity Disorder (ADHD) Whereas many studies have indicated the possibility of the beneficial effects of WM training on people with ADHD, critics have dismissed them on the basis of flawed research design and interpretation.
• Attention-Deficit Hyperactivity Disorder: The Basic Information in a Nutshell In the case with adults, however, the definition of the disorder will be quite different from the one which is provided for a child ADHD.
• How ADHD Develops Into Adult ADD The development of dominance is vital in processing sensations and information, storage and the subsequent use of the information. As they become teenagers, there is a change in the symptoms of ADHD.
• Medical Condition of Attention Deficit Hyperactivity Disorder A combination of impulsive and inattentive types is referred to as a full blown ADHD condition. To manage this condition, an array of medical, behavioral, counseling, and lifestyle modification is the best combination.
• Effects of Medication on Education as Related to ADHD In addition, as Rabiner argues, because of the hyperactivity and impulsivity reducing effect of ADHD drugs, most ADHD suffers are nowadays able to learn in an indistinguishable class setting, because of the reduced instances of […]
• Attention Deficit Hyperactivity Disorder: Diagnosis and Treatment Generally the results indicate that children with ADHD had a difficult time in evaluating time concepts and they seemed to be impaired in orientation of time.
• The Ritalin Fact Book: Stimulants Use in the ADHD Treatment Facts presented by each side of the critical issue The yes side of the critical issue makes it clear that the drugs being used to control ADHD are harmful as they affect the normal growth […]
• Behavior Modification in Children With Attention Deficit Hyperactivity Disorder Introduction The objective of the article is to offer a description of the process of behavior modification for a child diagnosed with ADHD.
• What Is ADHD and How Does It Affect Kids
• The Benefits of Physical Activities in Combating the Symptoms of ADHD in Students
• The Effects of Exercise and Physical Activity as Intervention for Children with ADHD
• What Are the Effects of ADHD in the Classroom
• Are Children Being Diagnosed with ADHD too Hastily
• The Effectiveness of Cognitive Behavioral Therapy on ADHD
• Understanding ADHD, Its Effects, Symptoms, and Approach to Children with ADHD
• ADHD Stimulant Medication Abuse and Misuse Among U.S. Teens
• Severity of ADHD and Anxiety Rise if Both Develop
• The Best Approach to Dealing with Attention Deficit/Herpactivity Disorder or ADHD in Children
• An Analysis of the Potential Causes and Treatment Methods for Attention Deficit Hyperactivity Disorder (ADHD) in Young Children
• The Best Way to Deal with Your Child Who Struggles with ADHD
• Response Inhibition in Children with ADHD
• Behavioral and Pharmacological Treatment of Children with ADHD
• Symptoms And Symptoms Of ADHD, Depression, And Anxiety
• Bioethics in Intervention in the Deficit Attention Hyperkinetic Disorder (ADHD)
• The Effects of Children’s ADHD on Parents’ Relationship Dissolution and Labor Supply
• The Effects of Pharmacological Treatment of ADHD on Children’s Health
• The Educational Implications Of ADHD On School Aged Children
• Differences in Perception in Children with ADHD
• The Effects Of ADHD On Children And Education System Child
• Students With ADD/ADHD and Class Placement
• The Advantage and Disadvantage of Using Psychostimulants in the Treatment of ADHD
• How to Increase Medication Compliance in Children with ADHD
• Effective Teaching Strategies for Students with ADHD
• Scientists Probe ADHD Treatment for Long Term Management of the Disease
• Should Stimulants Be Prescribed for ADHD Children
• The Rise of ADHD and the an Analysis of the Drugs Prescribed for Treatment
• The Correlation Between Smoking During Pregnancy And ADHD
• Exploring Interventions Improving Workplace Behavior In Adults With ADHD
• The Promise of Music and Art in Treating ADHD
• The Struggle Of ADHD Medication And Over Diagnosis
• The Problems of Detecting ADHD in Children
• The Harmful Effects of ADHD Medication in Children
• The Symptoms and Treatment of ADHD in Children and Teenagers
• The Impact of Adult ADD/ADHD on Education
• The Experience of Having the ADHD Disorder
• The Young Children And Children With ADHD, And Thinking Skills
• The Use of Ritalin in Treating ADD and ADHD
• The Ethics Of Giving Children ADHD Medication
• The Importance of Correctly Diagnosing ADHD in Children
• The Rise in ADHD Diagnosis and Treatment within the United States of America
• The World of ADHD Children
• The Use of Drug Therapies for Children with ADHD
• What Are the Effects of ADHD in the Classroom?
• Does ADHD Affect Essay Writing?
• What Are the Three Main Symptoms of ADHD?
• How Does ADHD Medication Affect the Brain?
• What Can ADHD Lead To?
• Is ADHD Legitimate Medical Diagnosis or Socially Constructed Disorder?
• How Does Art Help Children With ADHD?
• What Are the Four Types of ADHD?
• Can Sports Affect Impulse Control in Children With ADHD?
• What Age Does ADHD Peak?
• How Can You Tell if an Adult Has ADHD?
• Should Antihypertensive Drugs Be Used for Curing ADHD?
• How Does ADHD Affect Cognitive Development?
• Is Adult ADHD a Risk Factor for Dementia or Phenotypic Mimic?
• How Are People With ADHD Seen in Society?
• Can Additional Training Help Close the ADHD Gender Gap?
• How Does School Systems Deal With ADHD?
• Are Children With Low Working Memory and Children With ADHD Same or Different?
• How Does ADHD Affect School Performance?
• Should Children With ADHD Be Medicated?
• How Does Society View Children With ADHD?
• What Do Researches Tell Us About Students With ADHD in the Chilean Context?
• Why Should Teachers Understand ADHD?
• Does DD/ADHD Exist?
• What Are Some Challenges of ADHD?
• Why Is ADHD an Important Topic to Discuss?
• Is ADHD Born or Developed?
• Can ADHD Cause Lack of Emotion?
• Does ADHD Affect Females?
• Is ADHD on the Autism Spectrum?
• Chicago (A-D)
• Chicago (N-B)

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ADHD is my superpower: A personal essay

A Story About a Kid

In 1989, I was 7 years old and just starting first grade. Early in the school year, my teacher arranged a meeting with my parents and stated that she thought that I might be “slow” because I wasn’t performing in class to the same level as the other kids. She even volunteered to my parents that perhaps a “special” class would be better for me at a different school.

Thankfully, my parents rejected the idea that I was “slow” out of hand, as they knew me at home as a bright, talkative, friendly, and curious kid — taking apart our VHS machines and putting them back together, filming and writing short films that I’d shoot with neighborhood kids, messing around with our new Apple IIgs computer!

The school, however, wanted me to see a psychiatrist and have IQ tests done to figure out what was going on. To this day, I remember going to the office and meeting with the team — and I even remember having a blast doing the IQ tests. I remember I solved the block test so fast that the clinician was caught off guard and I had to tell them that I was done — but I also remember them trying to have me repeat numbers back backwards and I could barely do it!

Being Labeled

The prognosis was that I was high intelligence and had attention-deficit disorder (ADD). They removed the hyperactive part because I wasn’t having the type of behavioral problems like running around the classroom (I’ll cover later why I now proudly identify as hyperactive). A week later, my pediatrician started me on Ritalin and I was told several things that really honestly messed me up.

I was told that I had a “learning disability” — which, to 7-year-old me, didn’t make any sense since I LOVED learning! I was told that I would take my tests in a special room so that I’d have fewer distractions. So, the other kids would watch me walk out of the classroom and ask why I left the room when tests were happening — and they, too, were informed that I had a learning disability.

As you can imagine, kids aren’t really lining up to be friends with the “disabled” kid, nor did they hold back on playground taunts around the issue.

These were very early days, long before attention deficit hyperactivity disorder (ADHD) was well known, and long before people had really figured out how to talk to kids with neurodiversities . And as a society, we didn’t really have a concept that someone who has a non-typical brain can be highly functional — it was a time when we didn’t know that the world’s richest man was on the autism spectrum !

Growing Past a Label

I chugged my way through elementary school, then high school, then college — getting consistent B’s and C’s. What strikes me, looking back nearly 30 years later, is just how markedly inconsistent my performance was! In highly interactive environments, or, ironically, the classes that were the most demanding, I did very well! In the classes that moved the slowest or required the most amount of repetition, I floundered.

Like, I got a good grade in the AP Biology course with a TON of memorization, but it was so demanding and the topics were so varied and fast-paced that it kept me engaged! On the opposite spectrum, being in basic algebra the teacher would explain the same simple concept over and over, with rote problem practice was torturously hard to stay focused because the work was so simple.

And that’s where we get to the part explaining why I think of my ADHD as a superpower, and why if you have it, or your kids have it, or your spouse has it… the key to dealing with it is understanding how to harness the way our brains work.

Learning to Thrive with ADHD

Disclaimer : What follows is NOT medical advice, nor is it necessarily 100% accurate. This is my personal experience and how I’ve come to understand my brain via working with my therapist and talking with other people with ADHD.

A Warp Speed Brain

To have ADHD means that your brain is an engine that’s constantly running at high speed. It basically never stops wanting to process information at a high rate. The “attention” part is just an observable set of behaviors when an ADHD person is understimulated. This is also part of why I now openly associate as hyperactive — my brain is hyperactive! It’s constantly on warp speed and won’t go any other speed.

For instance, one of the hardest things for me to do is fill out a paper check. It’s simple, it’s obvious, there is nothing to solve, it just needs to be filled out. By the time I have started writing the first stroke of the first character, my mind is thinking about things that I need to think about. I’m considering what to have for dinner, then I’m thinking about a movie I want to see, then I come up with an email to send — all in a second. 

I have to haullll myself out of my alternate universe and back to the task at hand and, like a person hanging on the leash of a horse that’s bolting, I’m struggling to just write out the name of the person who I’m writing the check to! This is why ADHD people tend to have terrible handwriting, we’re not able to just only think about moving the pen, we’re in 1,000 different universes.

On the other hand, this entire blog post was written in less than an hour and all in one sitting. I’m having to think through a thousand aspects all at once. My dialog: “Is this too personal? Maybe you should put a warning about this being a personal discussion? Maybe I shouldn’t share this? Oh, the next section should be about working. Should I keep writing more of these?”

And because there is so much to think through and consider for a public leader like myself to write such a personal post, it’s highly engaging! My engine can run at full speed. I haven’t stood up for the entire hour, and I haven’t engaged in other nervous habits I have like picking things up — I haven’t done any of it! 

This is what’s called hyperfocus, and it’s the part of ADHD that can make us potentially far more productive than our peers. I’ve almost arranged my whole life around making sure that I can get myself into hyperfocus as reliably as possible.

Harnessing What My Brain Is Built For

Slow-moving meetings are very difficult for me, but chatting in 20 different chat rooms at the same time on 20 different subjects is very easy for me — so you’ll much more likely see me in chat rooms than scheduling additional meetings. Knowing what my brain is built for helps me organize my schedule, work, and commitments that I sign up for to make sure that I can be as productive as possible.

If you haven’t seen the movie “Everything Everywhere All At Once,” and you are ADHD or love someone who is, you should immediately go watch it! The first time I saw it, I loved it, but I had no idea that one of its writers was diagnosed with ADHD as an adult , and decided to write a sci-fi movie about an ADHD person! The moment I read that it was about having ADHD my heart exploded. It resonated so much with me and it all made sense.

Practically, the only real action in the movie is a woman who needs to file her taxes. Now, don’t get me wrong — it’s a universe-tripping adventure that is incredibly exciting, but if you even take a step back and look at it, really, she was just trying to do her taxes.

But, she has a superpower of being able to travel into universes and be… everywhere all at once. Which is exactly how it feels to be in my mind — my brain is zooming around the universe and it’s visiting different thoughts and ideas and emotions. And if you can learn how to wield that as a power, albeit one that requires careful handling, you can do things that most people would never be able to do!

Co-workers have often positively noted that I see solutions that others miss and I’m able to find a course of action that takes account of multiple possibilities when the future is uncertain (I call it being quantum brained). Those two attributes have led me to create groundbreaking new technologies and build large teams with great open cultures and help solve problems and think strategically. 

It took me until I was 39 to realize that ADHD isn’t something that I had to overcome to have the career I’ve had — it’s been my superpower .

Published Jul 15, 2022

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Home — Essay Samples — Nursing & Health — Psychiatry & Mental Health — Adhd

ADHD ( Attention Deficit Hyperactivity Disorder) Essay Examples

Adhd essay topics and outline examples, essay title 1: understanding adhd: causes, symptoms, and treatment.

Thesis Statement: This research essay aims to provide a comprehensive understanding of Attention-Deficit/Hyperactivity Disorder (ADHD), including its possible causes, common symptoms, and various treatment approaches.

• Introduction
• Defining ADHD: An Overview
• Possible Causes of ADHD: Genetic, Environmental, and Neurological Factors
• Symptoms and Diagnosis: Recognizing ADHD in Children and Adults
• Treatment Options: Medication, Behavioral Therapy, and Lifestyle Interventions
• The Impact of ADHD on Daily Life: School, Work, and Relationships
• Current Research and Future Directions in ADHD Studies
• Conclusion: Enhancing Understanding and Support for Individuals with ADHD

Essay Title 2: ADHD in Children: Educational Challenges and Supportive Strategies

Thesis Statement: This research essay focuses on the educational challenges faced by children with ADHD, explores effective strategies for supporting their learning, and highlights the importance of early intervention.

• Educational Implications of ADHD: Academic, Social, and Emotional Impact
• Supportive Classroom Strategies: Individualized Education Plans (IEPs) and 504 Plans
• Teacher and Parent Collaboration: Creating a Supportive Learning Environment
• Alternative Learning Approaches: Montessori, Waldorf, and Inclusive Education
• ADHD Medication in the Educational Context: Benefits and Considerations
• Early Intervention and the Role of Pediatricians and School Counselors
• Conclusion: Nurturing Academic Success and Well-Being in Children with ADHD

Essay Title 3: ADHD in Adulthood: Challenges, Coping Strategies, and Stigma

Thesis Statement: This research essay examines the often overlooked topic of ADHD in adults, discussing the challenges faced, coping mechanisms employed, and the impact of societal stigma on individuals with adult ADHD.

• ADHD Persisting into Adulthood: Recognizing the Symptoms
• Challenges Faced by Adults with ADHD: Work, Relationships, and Self-Esteem
• Coping Strategies and Treatment Options for Adult ADHD
• The Role of Mental Health Support: Therapy, Coaching, and Self-Help
• ADHD Stigma and Misconceptions: Impact on Diagnosis and Treatment
• Personal Stories of Triumph: Overcoming ADHD-Related Obstacles
• Conclusion: Raising Awareness and Providing Support for Adults with ADHD

Understanding ADHD: a Comprehensive Analysis

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The Effect of ADHD on The Life of an Individual

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ADHD: The Child/teacher Struggle

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How Fidgeting Actually Contributes to a Lack of Focus in Students

Diagnosing dyscalculia and adhd diagnosis in schools, the issue of social injustice of misdiagnosed children with adhd.

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by excessive amounts of inattention, carelessness, hyperactivity (which evolves into inner restlessness in adulthood), and impulsivity that are pervasive, impairing, and otherwise age-inappropriate.

The major symptoms are inattention, carelessness, hyperactivity (evolves into restlessness in adults), executive dysfunction, and impulsivity.

The management of ADHD typically involves counseling or medications, either alone or in combination. While treatment may improve long-term outcomes, it does not get rid of negative outcomes entirely. Medications used include stimulants, atomoxetine, alpha-2 adrenergic receptor agonists, and sometimes antidepressants. In those who have trouble focusing on long-term rewards, a large amount of positive reinforcement improves task performance.ADHD stimulants also improve persistence and task performance in children with ADHD.

Relevant topics

• Mental Health
• Stress Management
• Schizophrenia
• Eating Disorders

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How to Tackle an Essay (an ADHD-friendly Guide)

6 steps and tips.

Most of the college students I work with have one major assignment type that gets them stuck like no other: the dreaded essay. It has become associated with late nights, requesting extensions (and extensions on extensions), feelings of failure, and lots of time lost staring at a screen. This becomes immensely more stressful when there is a thesis or capstone project that stands between you and graduation.

The good news?

An essay doesn’t have to be the brick wall of doom that it once was. Here are some strategies to break down that wall and construct an essay you feel good about submitting.

Step 1:  Remember you’re beginning an essay, not finishing one.

Without realizing it, you might be putting pressure on yourself to have polished ideas flow from your brain onto the paper. There’s a reason schools typically bring up having an outline and a rough draft! Thoughts are rarely organized immediately (even with your neurotypical peers, despite what they may say). Expecting yourself to deliver a publishing-worthy award winner on your first go isn’t realistic. It’s allowed to look messy and unorganized in the beginning! There can be unfinished thoughts, and maybe even arguments you aren’t sure if you want to include. When in doubt, write it down.

Step 2: Review the rubric

Make sure you have a clear understanding of what the assignment is asking you to include and to focus on. If you don’t have an understanding of it, it’s better to find out in advance rather than the night before the assignment is due. The rubric is your anchor and serves as a good guide to know “when you can be done.” If you hit all the marks on the rubric, you’re looking at a good grade.

I highly recommend coming back to the rubric multiple times during the creative process, as it can help you get back on track if you’ve veered off in your writing to something unrelated to the prompt. It can serve as a reminder that it’s time to move onto a different topic - if you’ve hit the full marks for one area, it’s better to go work on another section and return to polish the first section up later. Challenge the perfectionism!

Step 3: Divide and conquer

Writing an essay is not just writing an essay. It typically involves reading through materials, finding sources, creating an argument, editing your work, creating citations, etc. These are all separate tasks that ask our brain to do different things. Instead of switching back and forth (which can be exhausting) try clumping similar tasks together.

For example:

Prepping: Picking a topic, finding resources related to topic, creating an outline

Gathering: reading through materials, placing information into the outline

Assembling: expanding on ideas in the outline, creating an introduction and conclusion

Finishing: Make final edits, review for spelling errors and grammar, create a title page and reference page, if needed.

Step 4: Chunk it up

Now we’re going to divide the work EVEN MORE because it’s also not realistic to expect yourself to assemble the paper all in one sitting. (Well, maybe it is realistic if you’re approaching the deadline, but we want to avoid the feelings of panic if we can.) If you haven’t heard of chunking before, it’s breaking down projects into smaller, more approachable tasks.

This serves multiple functions, but the main two we are focusing on here is:

• it can make it easier to start the task;
• it helps you create a timeline for how long it will take you to finish.

If you chunk it into groups and realize you don’t have enough time if you go at that pace, you’ll know how quickly you’ll need to work to accomplish it in time.

Here are some examples of how the above categories could be chunked up for a standard essay. Make sure you customize chunking to your own preferences and assignment criteria!

Days 1 - 3 : Prep work

• ‍ Day 1: Pick a topic & find two resources related to it
• Day 2: Find three more resources related to the topic
• Day 3: Create an outline

Days 4 & 5 : Gather

• ‍ Day 4: Read through Resource 1 & 2 and put information into the outline
• Day 5: Read through Resource 3 & 4 and put information into the outline

Days 6 - 8 : Assemble

• ‍ Day 6: Create full sentences and expand on Idea 1 and 2
• Day 7: Create full sentences and expand on Idea 3 and write an introduction
• Day 8: Read through all ideas and expand further or make sentence transitions smoother if need be. Write the conclusion

Day 9: Finish

• ‍ Day 9: Review work for errors and create a citation page

Hey, we just created an outline about how to make an outline - how meta!

Feel like even that is too overwhelming? Break it down until it feels like you can get started. Of course, you might not have that many days to complete an assignment, but you can do steps or chunks of the day instead (this morning I’ll do x, this afternoon I’ll do y) to accommodate the tighter timeline. For example:

Day 1: Pick a topic

Day 2: Find one resource related to it

Day 3: Find a second resource related to it

Step 5: Efficiently use your resources

There’s nothing worse than stockpiling 30 resources and having 100 pages of notes that can go into an essay. How can you possibly synthesize all of that information with the time given for this class essay? (You can’t.)

Rather than reading “Article A” and pulling all the information you want to use into an “Article A Information Page,” try to be intentional with the information as you go. If you find information that’s relevant to Topic 1 in your paper, put the information there on your outline with (article a) next to it. It doesn’t have to be a full citation, you can do that later, but we don’t want to forget where this information came from; otherwise, that becomes a whole mess.

By putting the information into the outline as you go, you save yourself the step of re-reading all the information you collected and trying to organize it later on.

*Note: If you don’t have topics or arguments created yet, group together similar ideas and you can later sort out which groups you want to move forward with.

Step 6: Do Some Self-Checks

It can be useful to use the Pomodoro method when writing to make sure you’re taking an adequate number of breaks. If you feel like the 25 min work / 5 min break routine breaks you out of your flow, try switching it up to 45 min work / 15 min break. During the breaks, it can be useful to go through some questions to make sure you stay productive:

• How long have I been writing/reading this paragraph?
• Does what I just wrote stay on topic?
• Have I continued the "write now, edit later" mentality to avoid getting stuck while writing the first draft?
• Am I starting to get frustrated or stuck somewhere? Would it benefit me to step away from the paper and give myself time to think rather than forcing it?
• Do I need to pick my energy back up? Should I use this time to get a snack, get some water, stretch it out, or listen to music?

General Tips:

• If you are having a difficult time trying to narrow down a topic, utilize office hours or reach out to your TA/professor to get clarification. Rather than pulling your hair out over what to write about, they might be able to give you some guidance that speeds up the process.
• You can also use (and SHOULD use) office hours for check-ins related to the paper, tell your teacher in advance you’re bringing your rough draft to office hours on Thursday to encourage accountability to get each step done. Not only can you give yourself extra pressure - your teacher can make sure you’re on the right track for the assignment itself.
• For help with citations, there are websites like Easybib.com that can help! Always double check the citation before including it in your paper to make sure the formatting and information is correct.
• If you’re getting stuck at the “actually writing it” phase, using speech-to-text tools can help you start by transcribing your spoken words to paper.
• Many universities have tutoring centers and/or writing centers. If you’re struggling, schedule a time to meet with a tutor. Even if writing itself isn’t tough, having a few tutoring sessions scheduled can help with accountability - knowing you need to have worked on it before the tutoring session is like having mini deadlines. Yay, accountability!

Of course, if writing just isn’t your jam, you may also struggle with motivation . Whatever the challenge is, this semester can be different. Reach out early if you need help - to your professor, a tutor, an ADHD coach , or even a friend or study group. You have a whole team in your corner. You’ve got this, champ!

Interested in more content like this?

Explore more.

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How to Remove Hurdles to Writing for Students with ADHD

Half of all kids with adhd struggle with writing, which can make every assignment — from straightforward worksheets to full-length essays — feel like torture. boost your child’s skills with these 18 strategies for school and home..

Studies suggest that more than half of children with attention deficit disorder ( ADHD or ADD ) struggle with writing. These students may have an overflow of creative ideas , but often struggle when it comes to getting these ideas onto paper.

Children with ADHD have a hard time getting started — and following through — on writing assignments because they have difficulty picking essay topics, locating appropriate resources, holding and manipulating information in their memory, organizing and sequencing the material, and getting it down on paper — all before they forget what they wanted to say.

But these hurdles don’t have to stop them from writing. Discuss the following ADHD writing strategies with your child’s teacher so you can work together to ease the difficulties attention deficit children have with writing.

Solutions in the Classroom: Guide the Writing Process

—Set up a note system. Ask the student to write her notes about a topic on individual sticky notes. She can then group the notes together that feature similar ideas so she’ll be able to easily identify the major concepts of the subject from the groupings.

—Start small and build skills. Ask students with ADHD to write a paragraph consisting of only two or three sentences. As their skills improve, the students can start writing several paragraphs at a time.

[ Free Download: 18 Writing Tricks for Students with ADHD ]

—Demonstrate essay writing. With the use of an overhead projector, write a paragraph or an entire essay in front of the class, explaining what you are doing at each step. Students can assist you by contributing sentences as you go. Students with ADHD are often visual learners , and tend to do better when they see the teacher work on a task.

—Give writing prompts. Students with ADHD usually don’t generate as many essay ideas as their peers. Help the children with ADHD increase their options for essay assignments by collecting materials that stimulate choices. Read a poem, tell a story, show pictures in magazines, newspapers, or books.

If the student is still struggling to get started, help him by sitting down and talking about the assignment with him. Review his notes from the brainstorming session and ask, “What are some ways you could write the first sentence?” If he doesn’t have an answer, say, “Here’s an idea. How would you write that in your own words?”

—Encourage colorful description. Students with ADHD often have difficulty “dressing up” their written words. Help them add adjectives and use stronger, more active verbs in sentences.

[ How Teens with Learning Differences Can Defeat Writing Challenges ]

—Explain the editing process. Students with ADHD have a hard time writing to length and often produce essays that are too short and lacking in details. Explain how the use of adjectives and adverbs can enhance their composition. Show them how to use a thesaurus, too.

Solutions in the Classroom: Use Accommodations Where Necessary

—Allow enough time. Students with ADHD, especially those with the inattentive subtype, may take longer to process information and should receive extended time to complete assignments.

—Don’t grade early work. Sensitive students are discouraged by negative feedback as they are developing their writing skills. Wait until the paper is finished before assigning it a grade.

—Don’t deduct points for poor handwriting or bad grammar. Unless an assignment is specifically measuring handwriting and grammar skills, when a child is working hard to remember and communicate, let some things slide.

—Use a graphic organizer. A graphic organizer organizes material visually in order to help with memory recall. Distribute pre-printed blank essay forms that students with ADHD can fill in, so they’ll reserve their efforts for the most important task — writing the essay.

—Grade limited essay elements. To encourage writing mastery and avoid overwhelming students, grade only one or two elements at any given time. For example, “This week, I’m grading subject-verb agreement in sentences.” Tighter grading focus channels students’ attention to one or two writing concepts at a time.

Solutions at Home

—Encourage journals. Have your child write down his thoughts about outings to the movies, visits with relatives, or trips to museums. Add some fun to the activity by asking your child to e-mail you his thoughts or text-message you from his cell phone.

—Assist with essay topic selection. Children with ADHD have difficulty narrowing down choices and making decisions. Help your student by listening to all of his ideas and writing down three or four of his strongest topics on cards. Next, review the ideas with him and have him eliminate each topic, one by one – until only the winner is left.

—Brainstorm. Once the topic is identified, ask him for all the ideas he thinks might be related to it. Write the ideas on sticky notes, so he can cluster them together into groupings that will later become paragraphs. He can also cut and paste the ideas into a logical sequence on the computer.

—Stock up on books, movies, games. These materials will introduce new vocabulary words and stimulate thinking. Explore these with your child and ask him questions about them to solicit his views.

—Be your child’s “scribe.” Before your child loses his idea for the great American novel, or for his next English assignment, have him dictate his thoughts to you as you write them out by hand or type them into the computer. As his skills improve over time, he’ll need less of your involvement in this process.

—Go digital. Children with ADHD often write slower than their classmates. Encourage your child to start the writing process on a computer. This way, she’ll keep her work organized and won’t misplace her essay before it’s finished. Also, by working on the computer she can easily rearrange the order of sentences and paragraphs in a second draft.

—Remind your child to proofread. Let your child know that he’ll be able to catch errors if he proofreads his rough draft before handing it in.

High-Tech Writing Helpers for Kids with ADHD

Portable word processor

These battery-operated devices look like a computer keyboard with a small calculator screen. Light and durable, portable word processors can be used at school for note-taking and writing assignments. Back home, files can be transferred to a PC or Mac. Basic models cost about $20.

Speech-recognition software

Word-prediction software

Software such as Co:Writer Solo ($325) helps with spelling and builds vocabulary, providing a drop-down list of words from which a student can choose. It also fills in words to speed composition. Some programs read sentences aloud, so the writer can hear what he has written and catch mistakes as they occur.

Electronic spell-checkers and dictionaries

Enter a word phonetically, and these portable gadgets define the word and provide the correct spelling. Talking devices read the words aloud. Franklin Electronics offers models beginning at about $20.

[ The Common Problems that Lead to Writer’s Block ]

Chris Zeigler Dendy, M.S., is a member of ADDitude’s  ADHD Medical Review Panel .

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Understanding Attention-Deficit/Hyperactivity Disorder From Childhood to Adulthood

Timothy e. wilens.

1 Clinical Research Program in Pediatric Psychopharmacology, Massachusetts General Hospital and Harvard Medical School, Boston, MA

Thomas J. Spencer

Attention deficit/hyperactivity disorder (ADHD) is among the most common neurobehavioral disorders presenting for treatment in children and adolescents. ADHD is often chronic with prominent symptoms and impairment spanning into adulthood. ADHD is often associated with co-occurring disorders including disruptive, mood, anxiety, and substance abuse. The diagnosis of ADHD is clinically established by review of symptoms and impairment. The biological underpinning of the disorder is supported by genetic, neuroimaging, neurochemistry and neuropsychological data. Consideration of all aspects of an individual’s life needs to be considered in the diagnosis and treatment of ADHD. Multimodal treatment includes educational, family, and individual support. Psychotherapy alone and in combination with medication is helpful for ADHD and comorbid problems. Pharmacotherapy including stimulants, noradrenergic agents, alpha agonists, and antidepressants plays a fundamental role in the long-term management of ADHD across the lifespan.

INTRODUCTION AND OVERVIEW

Attention-deficit/hyperactivity disorder (ADHD) is among the most common neurobehavioral disorders presenting for treatment in children 1 , 2 . It carries a high rate of comorbid psychiatric problems such as oppositional defiant disorder (ODD), conduct disorder, mood and anxiety disorders, and cigarette and substance use disorders 3 . Across the life span, the social and societal costs of untreated ADHD are considerable, including academic and occupational underachievement, delinquency, motor vehicle safety, and difficulties with personal relationships 3 - 5 , 6 .

ADHD affects an estimated 4% to 12% of school-aged children worldwide 7 with survey and epidemiologically derived data showing that 4 to 5% of college aged students and adults have ADHD 8 . In more recent years, the recognition and diagnosis of ADHD in adults have been increasing although treatment of adults with ADHD continues to lag substantially behind that of children 8 , 9 . In contrast to a disproportionate rate of boys diagnosed with ADHD relative to girls in childhood, in adults, an equal number of men and women with ADHD are presenting for diagnosis and treatment 10 .

PSYCHIATRIC COMORBIDITY

During the past decade, epidemiological studies have documented high rates of concurrent psychiatric and learning disorders among individuals with ADHD 3 , 11 , 12 , 13 . Consistent with childhood studies, studies of ADHD adults have found high rates of childhood conduct disorder as well as adult antisocial disorders in these subjects 3 .

Mood & Anxiety

Anxiety often confounds the diagnosis and treatment of ADHD 3 , 11 , 12 . High rates of the various anxiety symptoms exist in ADHD and may manifest as social, generalized or panic-like symptoms. Similarly, ADHD increases the likelihood of having a depressive disorder by at least two-fold 8 , 14 . Interestingly, recent data suggest that stimulant treatment of ADHD over time may decrease the ultimate risk for anxiety and depressive disorders 15 .

A growing literature reports the co-occurrence of bipolar disorder and ADHD. Systematic studies of children and adolescents indicate rates of ADHD ranging from 57% to 98% in bipolar children; and conversely, rates of bipolar disorder in 22% of ADHD children and adolescents 16 . There continues to be much controversy about the validity of the concurrent diagnoses of ADHD and severe mood instability or bipolar disorder. Whereas ADHD is characterized by the typical cognitive and hyperactive/impulsive features of the disorder, bipolar disorder (BPD) is characterized by mood instability, pervasive irritability/rage, grandiosity, psychosis, cyclicity, and lack of response to structure 17 . When individuals experience both sets of symptoms, they may suffer from both ADHD and BPD 17 .

Substance Use Disorders

Combined data from retrospective accounts of adults and prospective observations of youth indicate that juveniles with ADHD are at increased risk for cigarette smoking and substance abuse (SA) during adolescence 18 . ADHD adolescents and adults become addicted to cigarette smoking at twice the rate compared to non-ADHD individuals 19 , 20 . ADHD youth disproportionately become involved with cigarettes, 19 which increases the risk for subsequent alcohol and drug use 21 . Individuals with ADHD tend to have more severe substance abuse and maintain their addictions longer compared to their non-ADHD peers 19 , 22 - 24 .

Concerns of the abuse liability of stimulants and the potential kindling of substance abuse secondary to early stimulant exposure in ADHD children have been raised. 25 These concerns are based largely on data from animal studies. 25 However, the preponderance of clinical data and consensus in the field do not appear to support such a contention. For example, in a prospective study of ADHD girls followed into adolescence, a significant reduction in the risk for SA was reported in treated compared to untreated ADHD youth 26 with no increase (or decreased) SUD risk associated with stimulant treatment into adulthood 27 .

DIAGNOSING ADHD

ADHD can be reliably diagnosed in children, adolescents, and adults 28 . Using the current guidelines, the child or adult patient must meet the criteria in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) 29 . It is important to note, however, that the DSM-IV-TR criteria for ADHD symptoms were derived from youth to age 17 years and therefore were not specifically tailored to adults and hence, may not always “fit” adults with the disorder 28 , 30 . The symptoms of the disorder are categorized as follows: inattention-difficulty sustaining attention and mental effort, forgetfulness, and distractibility; hyperactivity-fidgeting, excessive talking, and restlessness; and impulsivity-difficulty waiting one’s turn and frequent interruption of others. The DSM-IV-TR criteria also include onset by age 7, impaired functioning in at least 2 settings (home, work, school, job), and more than 6 months of duration 30 . Three subtypes of the syndrome are currently recognized: predominantly inattentive, predominantly hyperactive-impulsive, and the combined type, which is the most common and typically more severe and with more comorbidity 29 , 31 , 32 . Between 90 to 95% of adolescents and adults with ADHD manifest the inattention cluster of symptoms at least as a component of their disorder 31 . Of interest, the combined subtype of ADHD may simply represent a more severe and debilitating presentation of ADHD (e.g. more symptoms) and there may be relatively more stability of the subtype with development 32 , 33 .

To meet the diagnostic criteria for the inattentive or hyperactive-impulsive subtypes, an individual must have 6 or more of the 9 symptoms from either group of criteria (18 possible traits in all) 30 . For the combined subtype, an individual must have 6 or more inattentive symptoms and 6 or more hyperactive-impulsive symptoms. To warrant the ADHD diagnosis, symptoms must cause significant impairment. Adults diagnosed with the disorder must have had childhood onset and persistent and current symptoms, although allowance is made for incomplete persistence of full criteria (ADHD-in partial remission) or lack of clear childhood symptoms (ADHD NOS).

Of interest, whereas clinicians are concerned as to the possibility of purposely misrepresenting or over-reporting of ADHD symptoms by college students or adults, data suggest the opposite may be operant. Mannuzza et al. 34 in a prospective 16-year follow-up of children with ADHD now at a mean age of 25, found that of the 176 individuals with a well characterized past history of ADHD, only 28% of the adults through direct interviews were identified as having childhood ADHD. These data further highlight issues around the relatively poor sensitivity of recalling symptoms (and establishing the diagnosis of ADHD) by adult self-report, particularly when not anchoring symptoms in childhood.

The diagnosis of ADHD is made clinically with scales used in an ancillary manner. The patient’s symptoms, severity of impairment, possible comorbidity, family history, and psychosocial stressors may be determined during the patient and/or parent interview. In pediatric evaluations, the adolescent’s behavior and parent-child interaction are observed, and the child’s school, medical, and neurological status are evaluated 2 . A number of diagnostic and follow-up scales are available (see www.schoolpsychiatry.org ) 35 . Symptom scales used with all age groups (to assess home, school, and job performance) include, but are not limited to, the ADHD Symptom Checklist, SNAP-IV Teacher and Parent Rating Scale, Conners Rating Scales-Revised,, Brown Attention-Deficit Disorder Scales for Children, and the ADHD Symptoms Rating Scale 36 . Although these tools quantify behavior deviating from norms, they should not be used alone to make or refute the diagnosis.

Diagnosing adults involves careful querying for developmentally appropriate criteria from the DSM-IV-TR concerning the childhood onset, persistence, and current presence of symptoms 29 . Diagnostic aids are available for adult ADHD 36 , 37 . For instance, the Adult Self Report Scale, Conners Adult ADHD Scales, and Brown Attention scales for adults are among instruments available to assist in the diagnosis of ADHD 36 , 37 . For a briefer screening of adults, the World Health Organization Adult ADHD self-report scale ( Figure 1 ) can be downloaded ( www.who.org ) and has been validated as a manner of identifying those at risk for ADHD who necessitate further screening 38 .

Follow-up studies show that prominent symptoms and impairment related to the disorder persist into adulthood in approximately one-half of cases 39 , 40 . There appears to be developmental variance in the ADHD symptom profile across the life span 31 , 32 , 39 - 41 . Longitudinally derived data in ADHD youth growing up indicate that the symptom cluster of hyperactivity and impulsivity decays over time, while the symptoms of inattention largely persist 32 , 39 - 41 , 31 . In support of this notion, data derived from a group of clinically referred adults with ADHD indicate that approximately half of adults endorse clinically significant levels of hyperactivity/impulsivity, but 90% endorse prominent attentional symptoms 32 , 31 .

A substantial body of literature implicates abnormalities of brain structure and function in the pathophysiology of both childhood and adult ADHD 42 - 48 , 49 - 51 . We have known for decades that ADHD youth show impaired performance on tasks assessing vigilance, motoric inhibition, organization, planning, complex problem solving, and verbal learning and memory 52 , 53 . Prominent neuropsychologically-derived executive dysfunction is associated with learning disabilities and poorer overall prognosis over time in ADHD youth 54 . Similar findings are emerging in adults with ADHD 52 . While neuropsychological testing is not used clinically to diagnose ADHD in adults, such testing aids in identifying learning disabilities, sub average intelligence, and specific information processing deficits.

PATHOPHYSIOLOGY AND GENETICS

Neurobiology.

ADHD has been conceptualized as a disorder affecting “frontal” circuitry due to associated deficits in executive cognitive functioning. Structural imaging studies have documented diffuse abnormalities in children and adults with ADHD. A large study by Castellanos and colleagues 55 reported smaller total cerebrum, cerebellum, and the four cerebral lobes that did not change over time. A structural magnetic resonance imaging (MRI) study 56 in adults with and without ADHD also revealed a smaller anterior cingulate cortex (ACC) and dorsolateral prefrontal cortex (DLPFC). The DLPFC controls working memory that involves the ability to retain information while processing new information. These differences are thought to account for deficits in goal-directed and on task behavior in ADHD. The ACC is thought to be a key region of regulation involving the ability to focus on one task and choose between options.

Investigators have also examined the developmental pattern of cortical maturation in ADHD. Shaw and colleagues 57 reported a delay in cortical thickness among ADHD patients. The pattern of brain development, from sensorimotor to associative areas, was similar in children with and without ADHD. However, the age of peak development was delayed in those with ADHD. Using the same measure of cortical thickness data in adults, Makris and associates 58 have shown that cortical thickness is not normalized and that the areas of the brain that are affected in children with ADHD remain affected in adulthood. In this study the DLPFC, parietal areas, and ACC had thinner measures of cortical thickness in adults with ADHD than in adults without ADHD.

Functional magnetic resonance imaging (fMRI) has been used to examine brain activity during selective cognitive challenges in individuals with ADHD. One study that measures brain activity using a neuropsychological test (go/no-go) found that both youth and adults with ADHD showed attenuated activity in the frontostriatal regions of the brain that are key for inhibitory control and for attention (prefrontal cortex and caudate) 59 . Adults with ADHD also activated non-frontostriatal regions (ACC, parietal areas) moreso than controls. The amount of brain activation observed correlated closely with the degree of efficiency on the task in both children and adults with ADHD.

The results of fMRI studies were reviewed by Casey and Durston 60 who hypothesized that top-down and bottom-up control systems were affected in ADHD. They speculated that bottom-up neural systems detect the regularities and irregularities in the environment to activate the frontal brain systems to alter behavior. These systems are key regulators of maintaining sustained attention vs. shifting attention due to sensory input. Casey and Durston 60 posited that the striatum regulates what to expect (type of task), the cerebellum regulates when to expect it (timing of task), and the parietal lobe alerts one to novel or newer competing stimuli.

Interestingly, medication may normalize some of these functional deficits. Bush and colleagues published a study showing that 7 weeks of treatment with methylphenidate normalized activation in the ACC 61 . Those receiving medication showed increases in activation of the ACC and DLPFC at follow-up as compared to baseline and to those receiving placebo treatment. Hence, those areas of the brain that were underactive in adults without treatment normalized with treatment.

The neurobiology of ADHD is strongly influenced by genetic factors. As highlighted in a special issue of Science dedicated to the human genome project, ADHD is among the most recognized genetic-based disorders in psychiatry 62 . Family studies of ADHD have shown that the relatives of ADHD children are at high risk for ADHD, comorbid psychiatric disorders, school failure, learning disability and impairments in intellectual functioning 63 . Additional lines of evidence from twin, adoption and segregation analysis studies suggest that the familial aggregation of ADHD has a substantial genetic component. Twin studies find greater similarity for ADHD and components of the syndrome between monozygotic twins compared with dizygotic twins 64 , 65 . Faraone and colleagues 66 in a meta-analysis of the various studies reported on the mean heritability of ADHD. Heritability refers to the amount of genetic influence for a particular condition. A coefficient of 1 indicates an entirely genetically influenced phenomenon, while a 0 indicates no genetic influence. Depression, anxiety, panic, and even Asthma had mean heritability rates below 50%. In contrast, two of the most biologically related psychiatric disorders, schizophrenia and autism, are heritable at ~75%. ADHD falls in this higher range as well, with work by Rietveld and associates showing a mean heritability rate of 75% 67 .

As with many complex neuropsychiatric conditions, multifactorial causation is thought to be involved in ADHD; an additive effect of multiple vulnerability genes interacting with environmental influences. Pooled analyses reveal that there is not one single gene associated with ADHD 66 . The disorder is thought to result from a combination of small effects from a number of genes (polygenetic). Some of the candidate genes that have been identified thus far relate to synthesis, packaging, release, detection and recycling of dopamine or catecholamines including the post-synaptic DRD4, dopamine transporter, and SNAP 25 genes; as well as others related to other neurotransmitters such as serotonin. Clearly, more work is necessary in disentangling the relationship of candidate genes in producing specific phenocopies of ADHD, as well as response prediction to psychosocial and pharmacological intervention.

The management of ADHD includes consideration of two major areas: non-pharmacological (educational remediation, individual and family psychotherapy) and pharmacotherapy 2 . Support groups for children and adolescents and their families, as well as adults with ADHD, provide an invaluable and inexpensive environment in which individuals are able to learn about ADHD and resources available for their children or themselves. Support groups can be accessed by calling an ADHD hotline or a large support group organization (i.e. Children and adults with ADHD-CHADD, Adults with ADHD-ADDA,), or by accessing the internet.

Specialized educational planning based on the child’s difficulties is necessary in a majority of cases 68 . Since learning disorders co-occur in one-third of ADHD youth, ADHD individuals should be screened and appropriate individualized educational plans developed. Parents should be encouraged to work closely with the child’s school guidance counselor who can provide direct contact with the child as well as serve as a valuable liaison for teachers and school administrators. The school’s psychologist can be helpful in providing cognitive testing as well as assisting in the development and implementation of the individualized education plan. Educational adjustments should be considered in individuals with ADHD with difficulties in behavioral or academic performance. Increased structure, predictable routine, learning aids, resource room time, and checked homework are among typical educational considerations in these individuals. Similar modifications in the home environment should be undertaken to optimize the ability to complete homework. For youth, frequent parental communication with the school about the child’s progress is essential.

PSYCHOSOCIAL TREATMENTS

Clinicians have at their disposal a variety of psychosocial interventions for ADHD (for review see 68 , 69 ). Apart from traditional psychotherapy, which addresses underlying emotions, tutors are available to help children develop strategies for improving academic performance and interpersonal relations. Tutors can assist the child with skills in organization and prioritization, as well as act as mentors, advocates, and motivational figures.

Parent training is often conducted using the antecedent behavior consequence model, and is implemented using various methods, including small and large parent training groups, parent training with individual families, videotapes, and behavioral sessions that include children 70 . In the academic setting, virtually all children with ADHD must cope with organizational and behavioral demands and expectations. Classroom behavioral interventions often involve training the teacher in use of these methods.

Teachers can conduct individual and class-wide interventions using antecedents and/or consequence methods 71 . Antecedent interventions are based on an understanding of the range of antecedents (eg, boredom, peer provocation, unclear inconsistent rules) that precipitate behavioral problems. Antecedent/consequence interventions involve understanding antecedents to inappropriate behavior and reinforcing appropriate behavior with rewards. Consequence interventions involve the judicious use of punishment to encourage appropriate classroom behavior.

Accommodations should be considered to assist the child with ADHD. For instance, other behavioral strategies can be used in the classroom setting to facilitate attention 72 . These include placing the child with ADHD in proximity to the teacher, eliminating environmental distractions, and arranging seating in traditional rows rather than clusters. Lessons that involve novelty and stimulation in easy and repetitive tasks rather than new or difficult ones have been shown to benefit the child with ADHD. Additional interventions shown to be effective in the academic setting include peer-mediated interventions and token economies.

Exciting new work has shown that cognitive therapies 73 and cognitive behavioral therapy have been shown effective in medicated adults with ADHD who manifest residual ADHD symptoms 74 - 77 . Social skills remediation for improving interpersonal interactions and coaching for improving organization and study skills may be useful adjuncts to treatment, although there generalizeability remains debated. Little data exists for the use of neurofeedback, cerebellar training, attention or memory training, or ophthalmic manipulation for the treatment of core ADHD symptoms 71 .

PHARMACOTHERAPY

Medications remain a mainstay of treatment for children, adolescents, and adults with ADHD (see Table 1 ). In fact, NIH-funded multisite studies support that medication management of ADHD is the most important variable in outcome (for core ADHD symptoms) in context to multimodal treatment at least over the first year to two of treatment 78 - 80 . The stimulants, noradrenergic agents, and alpha agonists comprise the available agents for ADHD. The medications used in ADHD have been observed to have pharmacological responsivity across the lifespan for school-aged children, adolescents, and adult groups with ADHD.

The stimulant class medications are among first line agents for pediatric and adult groups with ADHD based on their extensive efficacy and safety data 1 . The most commonly used compounds in this class include methylphenidate-based (Ritalin, Concerta, Focalin, Metadate, Daytrana and others) and amphetamine-based (Adderall, Dexedrine, Vyvanse) formulations. Stimulants are sympathomimetic drugs which increase intrasynaptic catecholamines (mainly dopamine and norepinephrine) by inhibiting the presynaptic reuptake mechanism and releasing presynaptic catecholamines 81 . Whereas methylphenidate is specific for blockade of the dopamine and noradrenergic transporter proteins, amphetamines (in addition to blocking the dopamine and noradrenergic transporter protein) release catecholaminergic stores and cytoplasmic dopamine and noradrenaline directly into the synaptic cleft (for review see 1 , 81 ).

Given the need to additionally treat ADHD outside of academic settings (i.e. social, homework, driving) and to reduce the need for in school dosing and likelihood for diversion, there has been a shift to the extended release preparations of the stimulants. Extended release preparations diminish afternoon wear-off and rebound and appear to manifest less abuse liability compared to their immediate-release counterparts 82 , 83 . The extended release stimulants include methylphenidate (trade names: Concerta, Daytrana Patch, Focalin XR, Metadate CD, Ritalin LA) and amphetamine formulations (trade names: Adderall XR, Vyvanse). The literature suggests more similarities than differences in response to the various available stimulants 1 , 84 . However, based on different mechanisms of action and individual tolerability, some patients who lack a satisfactory response or manifest adverse effects to one stimulant may respond favorably to another. Stimulants should be initiated at the lowest available dosing once daily and increased every three to seven days until a response is noted or adverse effects emerge.

Stimulants appear to work in all age groups of individuals with ADHD. For instance, a controlled multi-site study in preschoolers showed improvement in ADHD symptoms and structured tasks; however, the response was less robust with a higher side effect burden compared to other age groups 85 . There has been a great interest in the use of stimulant treatment in adults with ADHD. There have been approximately 40 studies of stimulants demonstrating moderate efficacy 86 . Currently FDA approval is only for the extended-release preparation of stimulants in adults.

Predictable short-term adverse effects include reduced appetite, insomnia, edginess, and GI upset 87 . Elevated vital signs may emerge necessitating baseline and on-drug monitoring. Although stimulants may produce anorexia and weight loss, their effect on ultimate height remains less certain 88 , 89 . Whereas a number of studies have indicated potential growth delay earlier in treatment, normalization appears to occur with chronic treatment. Longitudinal studies suggest that the majority of ADHD youth with tics can tolerate stimulant medications 90 ; however, up to one-third of children with tics may have worsening of their tics with stimulant exposure 91 . Current consensus suggests that stimulants can be used in youth with comorbid ADHD plus tics with careful monitoring for stimulant-induced tic exacerbation.

Warnings have also highlighted potential cardiovascular adverse events. Data suggest that rates of sudden and catastrophic adverse cardiovascular effects are no higher on stimulants and nonstimulants to treat ADHD compared to the general population 92 . Based on guidelines from the American Academy of Pediatrics 93 , 94 , history and symptoms referable to structural heart disease should be queried prior to starting and during treatment with medications (see Figure 2 ) including family history of premature death, congenital heart disease, palpitations, syncopal episodes, dizziness, or chest pain 93 , 94 . Blood pressure and pulse monitoring at baseline and periodically thereafter is recommended whereas ECG monitoring is optional 93 , 94 .

Despite lingering concerns of stimulant abuse, there is a paucity of scientific data supporting that stimulant-treated ADHD individuals systematically abuse their medication 95 and the preponderance of recent data continue to suggest reductions of cigarette smoking and substance abuse associated with treatment 19 , 26 . However, data suggest that diversion of stimulants to non-ADHD youth continues to be a concern 96 , 97 . Families should closely monitor stimulant medication, and college students receiving stimulants should be advised to carefully store their medication 96 . Two studies have shown less abuse liability associated with extended-release relative to immediate release MPH 82 , 83 .

Atomoxetine

Atomoxetine is a potent norepinephrine-specific reuptake inhibitor that has been studied in youths and adults 98 , 99 . Atomoxetine has been shown to be effective in long-term use 100 . Atomoxetine has also been shown particularly useful in comorbid ADHD. In a noninferiority study in children with ADHD and tic disorder, atomoxetine reduced tic severity while improving ADHD symptoms. Children with ADHD and clinically significant anxiety responded more favorably to atomoxetine than placebo with reductions in both anxiety and ADHD scores 101 . Likewise, data in young adults with ADHD has shown that 12 week treatment with atomoxetine in recently abstinent alcoholics (4-30 days) was associated with significant reductions in ADHD and heavy drinking (not relapse) compared to placebo 102 . In clinical trials, atomoxetine is associated with nausea, GI distress, and sedation most commonly reported. Patients may rarely experience hostility, irritability, and/or suicidality. There is currently a black box warning for rare, but potentially serious, hepatitis (see http://www.strattera.com/pages/index ) 103 . While routine liver function monitoring is not recommended, careful informed consent with patients and their families can enhance vigilance for warning signs and symptoms.

Antihypertensives/alpha agonists

The antihypertensives guanfacine and clonidine are alpha-adrenergic agonists; an extended-release preparation of guanfacine is FDA approved. Whereas clonidine affects alpha receptors more broadly, guanfacine appears to be more selective for the alpha 2a receptor. Improvements in both attention and hyperactivity/impulsivity have been demonstrated with the alpha agonists 104 . The alpha agonists have been used for the treatment of core ADHD as well as associated tics, oppositional defiant behavior, aggression, and sleep disturbances, particularly in younger children 105 .

Multisite combination studies using alpha agonists and stimulants have been conducted in youth with ADHD and ADHD plus tics. Interestingly, all studies have shown that the combination was more effective than either agent alone in improving ADHD and/or tics 106 - 109 , 110 . In these studies, no clinically meaningful adverse cardiovascular events were observed 106 , 107 . Cardiovascular monitoring by ECG remains optional. Adverse effects with the alpha agonists include sedation, fatigue, mood, and the potential for rebound hypertension with abrupt discontinuation.

Several additional medications have demonstrated benefit in controlled trials, but have not been approved by the FDA for the treatment of ADHD. The antidepressant bupropion has been shown effective for ADHD in controlled trials of children 111 and adults 112 , 113 . Additionally, open trials in adolescents with ADHD and depression 114 and adults with ADHD and bipolar disorder 115 have suggested a further utility for this agent. Given its utility in reducing cigarette smoking, improving mood, lack of monitoring requirements, and general tolerability, bupropion is often used as an agent for complex ADHD patients with substance abuse or a mood disorder. Adverse events include activation, irritability, insomnia, and in rare cases, seizures.

The tricyclic antidepressants (TCAs) such as imipramine are effective in controlling abnormal behaviors and improving cognitive impairments associated with ADHD, but less so than the majority of stimulants 116 . The TCAs are particularly useful when other FDA approved agents fail and/or when oppositionality, anxiety, tics, sleep, or depressive symptoms co-occur within ADHD. Unwanted side effects include sedation, weight gain, dry mouth, and constipation. Blood levels should be measured periodically and, since TCAs prolong the cardiac repolarization, ECG monitoring is recommended but not required to screen for arrhythmia risk. TCAs can be fatal in overdose and need to be stored carefully, particularly if toddlers are in the family.

Modafinil is currently approved as treatment for narcolepsy and has been shown effective in pediatric, but not adult, trials of ADHD 117 . Modafinil has not been approved by the FDA for the treatment of ADHD due to safety concerns (rare but potentially serious erythema multiforme).

In summary, ADHD is a prevalent world-wide, heterogeneous disorder that frequently persists through adolescence into adult years. ADHD continues to be diagnosed by careful history with an understanding of the developmental presentation of normal behavior and symptoms of the disorder. ADHD has been reconceptualized as a more chronic condition with approximately one-half of children continuing to exhibit symptoms and impairment of the disorder into adulthood 39 , 40 .. Most individuals with ADHD have a comorbid disorder: including oppositional, conduct, anxiety, or mood disorders 3 , 11 , 12 .. In addition, ADHD carries with it significant impairment in academic, occupational, social, and intrapersonal domains necessitating treatment. Converging data strongly support a neurobiological and genetic basis for ADHD with catecholaminergic dysfunction as a central finding.

Psychosocial interventions such as educational remediation, structure/routine, and cognitive-behavioral approaches should be considered in the management of ADHD. Contemporary work exhibiting improved outcomes associated with specific cognitive therapies in adults with ADHD has been demonstrated. An extensive literature supports the effectiveness of pharmacotherapy not only for the core behavioral symptoms of ADHD but also improvement in linked impairments. Similarities between pediatric and adult groups in the presentation, characteristics, neurobiology, and treatment response of ADHD support the continuity of the disorder across the lifespan.

Attention-deficit/hyperactivity disorder is a heterogenous disorder that is prevalent worldwide and frequently persists from adolescence into adult years. Attention-deficit/hyperactivity disorder continues to be diagnosed by careful history with an understanding of the developmental presentation of normal behavior and symptoms of the disorder. It has been reconceptualized as a more chronic condition, with approximately half of children continuing to exhibit symptoms and impairment into adulthood. 39 , 40 Most individuals with ADHD have a comorbid disorder, including oppositional, conduct, anxiety, or mood disorders. 3 , 11 , 12 In addition, ADHD carries with it significant impairment in academic, occupational, social, and intrapersonal domains necessitating treatment. Converging data strongly support a neurobiological and genetic basis for ADHD, with catecholaminergic dysfunction as a central finding.

Psychosocial interventions such as educational remediation, structure/routine, and cognitive behavioral approaches should be considered in the management of ADHD. Contemporary work exhibiting improved outcomes associated with specific cognitive therapies in adults with ADHD has been demonstrated. Extensive literature supports the effectiveness of pharmacotherapy not only for the core behavioral symptoms of ADHD but also improvement in linked impairments. Similarities between pediatric and adult groups in the presentation, characteristics, neurobiology, and treatment response of ADHD support the continuity of the disorder across the lifespan.

Acknowledgments

This article was in part underwritten by K24 DA016264 to Timothy Wilens, MD.

Conflict of Interest Statement

Timothy Wilens, MD discloses conflicts of interest with Abbott, AstraZeneca, Eli Lilly and Co., McNeil Pharmaceuticals, Merck, the National Institutes of Health (National Institute on Drug Abuse), Novartis, and Shire. Thomas Spencer, MD discloses conflicts of interest with Cephalon, Eli Lilly and Co., GlaxoSmithKline, Janssen Pharmaceutical, McNeil Pharmaceuticals, the National Institute of Mental Health, Novartis, Pfizer, and Shire.

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Blog > Common App , Essay Advice , Personal Statement > How to Write a College Essay About ADHD

How to Write a College Essay About ADHD

Admissions officer reviewed by Ben Bousquet, M.Ed Former Vanderbilt University

Written by Ben Bousquet, M.Ed Former Vanderbilt University Admissions

Key Takeaway

ADHD and ADD are becoming more prevalent, more frequently diagnosed, and better understood.

The exact number of college students with ADHD is unclear with estimates ranging wildly from just 2% to 16% or higher.

Regardless of the raw numbers, an ADHD diagnosis feels very personal, and it is not surprising that many students consider writing a college essay about ADHD.

If you are thinking about writing about ADHD, consider these three approaches. From our experience in admissions offices, we’ve found them to be the most successful.

First, a Note on the Additional Information Section

Before we get into the three approaches, I want to note that your Common App personal statement isn’t the only place you can communicate information about your experiences to admissions officers.

You can also use the additional information section.

The additional information section is less formal than your personal statement. It doesn’t have to be in essay format, and what you write there will simply give your admissions officers context. In other words, admissions officers won’t be evaluating what you write in the additional information section in the same way they’ll evaluate your personal statement.

You might opt to put information about your ADHD (or any other health or mental health situations) in the additional information section so that admissions officers are still aware of your experiences but you still have the flexibility to write your personal statement on whatever topic you choose.

Three Ways to Write Your College Essay About ADHD

If you feel like the additional information section isn’t your best bet and you’d prefer to write about ADHD in your personal statement or a supplemental essay, you might find one of the following approaches helpful.

1) Using ADHD to understand your trends in high school and looking optimistically towards college

This approach takes the reader on a journey from struggle and confusion in earlier years, through a diagnosis and the subsequent fallout, to the present with more wisdom and better grades, and then ends on a note about the future and what college will hold.

If you were diagnosed somewhere between 8th and 10th grade, this approach might work well for you. It can help you contextualize a dip in grades at the beginning of high school and emphasize that your upward grade trend is here to stay.

The last part—looking optimistically towards college—is an important component of this approach because you want to signal to admissions officers that you’ve learned to manage the challenges you’ve faced in the past and are excited about the future.

I will warn you: there is a possible downside to this approach. Because it’s a clear way to communicate grade blips in your application, it is one of the most common ways to write a college essay about ADHD. Common doesn’t mean it’s bad or off-limits, but it does mean that your essay will have to work harder to stand out.

2) ADHD as a positive

Many students with ADHD tell us about the benefits of their diagnosis. If you have ADHD, you can probably relate.

Students tend to name strengths like quick, creative problem-solving, compassion and empathy, a vivid imagination, or a keen ability to observe details that others usually miss. Those are all great traits for college (and beyond).

If you identify a strength of your ADHD, your essay could focus less on the journey through the diagnosis and more on what your brain does really well. You can let an admissions officer into your world by leading them through your thought processes or through a particular instance of innovation.

Doing so will reveal to admissions officers something that makes you unique, and you’ll be able to write seamlessly about a core strength that’s important to you. Of course, taking this approach will also help your readers naturally infer why you would do great in college.

3) ADHD helps me empathize with others

Students with ADHD often report feeling more empathetic to others around them. They know what it is like to struggle and can be the first to step up to help others.

If this rings true to you, you might consider taking this approach in your personal statement.

If so, we recommend connecting it to at least one extracurricular or academic achievement to ground your writing in what admissions officers are looking for.

A con to this approach is that many people have more severe challenges than ADHD, so take care to read the room and not overstate your challenge.

Key Takeaways + An Example

If ADHD is a significant part of your story and you’re considering writing your personal statement about it, consider one of these approaches. They’ll help you frame the topic in a way admissions officers will respond to, and you’ll be able to talk about an important part of your life while emphasizing your strengths.

And if you want to read an example of a college essay about ADHD, check out one of our example personal statements, The Old iPhone .

As you go, remember that your job throughout your application is to craft a cohesive narrative —and your personal statement is the anchor of that narrative. How you approach it matters.

Liked that? Try this next.

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