15 Things You Should Know About Attention Deficit Hyperactivity Disorder (ADHD)

Kaitlyn Boudreault
Nov 13
8 min read

When you picture someone with ADHD, what is the first image that comes to mind?

It’s common for this picture of ADHD to be of a hyperactive boy bouncing off the walls or one who gets easily distracted in their math class.

But the reality is that it is far more nuanced than this.

We have made positive strides in ADHD awareness in the past decade. However, misunderstandings have led to stigma, underdiagnosis, and individuals missing out on support.

For this reason, understanding the experiences of those with ADHD can help us create environments where neurodivergent individuals thrive, including neurodiversity-affirming therapy and coaching clinics.

This article sheds light on this awareness by outlining 15 key facts about ADHD, including how it manifests across the lifespan, gender differences, practical approaches to support, and how society can create more inclusive systems.

ADHD Runs in Families

The exact cause of ADHD is not exactly known.

But one thing we do know is that it has a genetic component.

This means that if one parent has the condition, there is a possibility of the child having it as well. In fact, there is up to a 91% probability of passing the genes for ADHD to your child if you have it.

With ADHD, there are differences in the brain structure and function, usually in the areas responsible for attention, impulse control, activity levels, and emotional regulation.

These changes in the brain tend to appear across generations, which reflects the genetic nature of ADHD. For example, a parent who struggles with planning tasks may notice that these same challenges occur in their child.

ADHD Is a Neurodevelopmental Difference

A neurodevelopmental difference involves a condition where there is a variation in how the brain develops and functions. This is especially common in the areas involved in attention, executive function, and self-regulation.

For example, someone with ADHD may find it difficult to plan or initiate a task. They may also face challenges with time management or focus.

When we view ADHD as a neurodevelopmental difference, we can shift the narrative from seeing this condition as a deficit to one that looks at the importance of diversity.

This shift begins to acknowledge neurodivergence as a different way of processing information and an asset in certain contexts, rather than a problem to be fixed or cured.

Related: What Is ADHD?

Brain Wiring Affects Attention and Focus

ADHD is a form of neurodivergence, which means that there are differences in the brain.

The differences in the neural connectivity in the brains of individuals with ADHD may influence how attention is allocated and how distractions are managed.

Some individuals may find it difficult to engage in repetitive tasks without becoming bored. While others may experience hyperfocus and become deeply immersed in projects that they find stimulating.

An example of this may show up in a student who struggles to complete homework assignments but also is very talented and has no issues with attention in the area of creative arts.

Related: What Is Inattentive ADHD?

Hormones Can Influence ADHD Traits

There are a variety of hormonal changes that occur across the lifespan, including puberty, menstrual cycles, pregnancy, and menopause.

Each of these changes can amplify ADHD-related challenges, such as inattention, emotional regulation, and executive function challenges, and make them more difficult to manage.

These changes may be more pronounced during certain phases of periods or hormonal fluctuations.

ADHD Presents Differently in Girls and AFAB Individuals

Past research on ADHD primarily focused on how it presents in white cis boys.

But ADHD tends to present differently in girls and AFAB individuals.

In many girls and AFAB individuals, ADHD tends to manifest as inattentive symptoms or internalized self-criticism, which can show up as anxiety, depression, or low self-esteem.

These population groups tend to mask or hide their ADHD symptoms. As a result, they usually appear more put together on the outside while also silently struggling on the inside with organization, focus, or emotional regulation.

This subtle presentation and the fact that the symptoms of ADHD are less visible are just some of the reasons why ADHD is frequently missed in girls and AFAB individuals until adolescence or adulthood.

As a result of this delayed diagnosis, many individuals face impacts on their academic, professional, and social development.

Recognizing how ADHD presents in girls and AFAB individuals, such as chronic mental fatigue or difficulty prioritizing tasks, can help clinicians provide timely support.

Hyperactivity Is Only Part of the Picture

One of the most common misconceptions about ADHD is that you can’t have it if you are not hyperactive.

But contrary to this common perception, hyperactivity is not a universal symptom among all people with ADHD.

This is because ADHD has three different types: hyperactive-impulsive, inattentive, and combined-type ADHD.

Many people experience predominantly inattentive symptoms, which can manifest as challenges with focus, task completion, and organization, rather than physical restlessness or heightened activity levels.

Inattentive ADHD looks different. For instance, a student might struggle with deadlines or forget tasks repeatedly, despite the fact that they appear calm in class. They still have ADHD. It just isn’t the hyperactive type.

This diversity in the presentation of these traits is why ADHD assessments need to be individualized and observe individual challenges and strengths, rather than looking at ADHD as having a universal presentation.

Executive Function Can Be a Challenge

Executive functioning involves the ability to plan, organize, initiate, and complete tasks in order to meet your goals.

This can be a challenge for neurodivergent individuals. For those with ADHD, it may look like an employee who generates innovative ideas but faces challenges with prioritizing or sequencing tasks so that goals can be met in a timely manner.

If this is the case for you, coaching or workplace accommodations may help to turn your ideas into action.

Emotional Regulation Is Affected

On top of the impact of ADHD on activity levels, impulse control, and attention, it can also impact your ability to regulate your emotions.

Emotional responses may be more intense, and you may have a harder time managing these responses if you have ADHD.

Certain changes and everyday stressors, like challenges in your schedule, interpersonal conflict, or unexpected assignments, may result in heightened emotional reactions.

Dialectical behavioural therapy, mindfulness, structured routines, or sensory soothing items may help with regulating emotions more effectively.

It may also help to recognize and validate these responses as a part of your brain wiring so that you can reduce shame and empower yourself to find strategies that work for your brain instead of forcing yourself to adhere to rigid societal norms.

ADHD Can Persist Into Adulthood

There is a common misconception that ADHD is a childhood condition.

But the truth is that the symptoms often continue beyond childhood and impact many areas of your life in adulthood, including professional life, relationships, and daily functioning.

As an adult, you may struggle with managing work deadlines, household responsibilities, or social obligations.

When we recognize that ADHD does not disappear for adults, this creates an opportunity to support adults with ADHD with understanding and accommodations that align with their needs, rather than seeing them as something to fix.

Co-Occurring Conditions Are Common

It is common for individuals with ADHD to also have other conditions. Some common co-occurring conditions include anxiety, depression, learning disabilities, or sleep disorders.

Up until 2013, autism couldn’t be diagnosed alongside ADHD in the same person due to the DSM criteria.

But now that the two neurotypes can be diagnosed together, AuDHD, which is the co-occurrence of autism and ADHD in the same person, is quite common. In fact, some reasons suggest that anywhere between 50 and 70% of individuals with autism also present with ADHD.

These overlapping conditions can intensify an individual's challenges with focus, emotional regulation, or daily functioning.

For example, if someone isn’t getting an adequate amount of sleep each night, this may make them more easily distracted. It can create a cycle of fatigue and attention challenges that make it difficult to complete tasks.

When considering support for ADHD, addressing co-occurring conditions using therapy, lifestyle adjustments, or accommodations can help to improve overall well-being.

Recognizing these common co-occurrences helps to provide a support plan that works for all conditions, not just ADHD.

Strengths Can Come From ADHD

While ADHD does bring challenges, there may also be some unique strengths that occur in those with ADHD.

The reason for these strengths is not exactly known, but some suggest that it could be because the brains of those with ADHD function differently than societal expectations. As a result, those with ADHD have to come up with creative solutions that allow them to achieve the same goals as others while facing their challenges.

Some examples of these strengths include creativity, adaptability, and problem-solving. For example, someone might struggle with boring, repetitive administrative tasks, yet thrive when it comes to brainstorming innovative solutions for their team.

Focusing on the strengths of those with ADHD alongside the challenges helps with creating a support plan that leverages the strengths to help with the challenges.

Medication Is Just One Tool, Not the Only Support

For many individuals with ADHD, medications can help manage the symptoms, such as attention difficulties and impulsivity.

But ADHD support is not one-size-fits-all. It is often multifaceted and can involve ADHD coaching, therapy, and environmental adjustment.

Tailoring strategies for each individual's needs is essential. For example, one individual may benefit from a structured routine and psychotherapy, while another may benefit from medication and accommodations.

Accommodations Make a Meaningful Difference

Accommodations involve supportive adjustments to the workplace environment, such as flexible deadlines, remote work, and structured check-ins, that remove barriers and help to reduce stress.

For example, written instructions instead of verbal-only guidance can allow someone with ADHD to complete tasks more efficiently and confidently.

These supports help everyone, as they improve productivity, engagement, and morale in educational and workplace environments.

When we recognize the benefits of accommodations, we can reinforce that support is not a privilege. It’s a necessity for equitable participation.

Self-Awareness Can Be Empowering

The symptoms of ADHD differ in severity and scope depending on the individual. As a result, each individual has different patterns of attention, energy levels, and sensory triggers.

Understanding these patterns can help to empower you identify the strategies to support your ADHD symptoms.

These strategies could involve keeping a journal, reflecting on daily routines, working with a coach, and adjusting environmental factors.

For example, noticing that mornings are ideal for focused and more creative work while afternoons are better for administrative work allows you to plan your work around this, if possible.

Small changes like these create significant improvements in daily functioning and overall confidence.

Advocacy and Support Matter

Asking for accommodations or support is an act of self-advocacy and a sign of strength.

Workplaces, schools, and communities thrive when ADHD is understood and accommodated and when individuals are empowered to articulate their needs.

Because needs evolve, ongoing reflection and adjustment ensure strategies remain effective. Communities and institutions that listen, adapt, and normalize support contribute to success not just for neurodivergent individuals but for everyone involved.

How to Support Someone with ADHD

Practical strategies include:

Breaking tasks into smaller, manageable steps
Using visual schedules, reminders, or digital planning tools
Prioritizing sensory needs with movement breaks or quiet spaces
Providing structured check-ins and feedback
Aligning tasks with individual strengths, like creativity or hyperfocus

When applied consistently, these strategies help reduce stress, improve performance, and create environments where neurodivergent individuals can thrive.

Know Your Rights

In Canada, the Accessible Canada Act and provincial human rights codes require organizations to provide accommodations up to the point of undue hardship. In the U.S., the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act protect the right to reasonable accommodations in work, school, and public spaces.

Accommodations are a legal right, not a privilege. They ensure equitable access to education, employment, and public life. These rights exist to help neurodivergent individuals participate fully without being penalized for differences in attention, processing, or executive function.

Book a Free Consultation

If you are navigating school, work, or daily life with ADHD, and you feel overwhelmed, support is available.

At Blue Sky Learning, neurodiversity-affirming coaches and counsellors help individuals explore strengths, identify support needs, and build confidence in self-advocacy.

Book a free 20-minute consultation by emailing hello@blueskylearning.ca or visiting our website link below.

Book a Free Consultation