I have worked in American higher education for twenty years and counting. For the first eleven years, I was an Academic Success Coach for “nontraditional” students (those who don’t follow the “traditional” path of completing a four-year college degree program immediately after finishing high school “on time”). My specialization was coaching nontraditional students on academic probation.
I found that most of these students cared very much about their education. They often appeared to exert at least as much effort as their more successful counterparts, if not more. But too many had also come to believe (to varying extents) that they must not be cut out for college, and being directed to services like mine was their confirmation. Others uncomfortably confessed that they always thought “special” resources (like tutoring, coaching, and academic accommodations) were for other people - whoever they were. And there was always someone who masked frustration or embarrassment with defensiveness, even declaring coaching services to be infantilizing and unnecessary.
In an attempt to ease students’ fear of judgment and failure, I would sometimes divulge that I became an academic coach because of the constant academic struggles and related frustrations I experienced in my own formal education. While it seemed many of my colleagues were in the work because of their strong academic history, I was there because I knew what it felt like to barely make it. I would also mention that I had not been successful with my master’s degree. I dropped out before completing my thesis (but remained responsible for a large amount of student loan debt for the credits I managed to complete).
I sensed from the start of my academic coaching career that our understanding and approach were incomplete when it came to key themes like motivation and resilience. I was dubious of an underlying attitude in adult student services at the time, that good old-fashioned grit was all that was truly needed to succeed. I knew that much of what these students (and I) battled could not simply be attributed to insufficient “grit” any more than it could to inadequate intelligence. I intuitively began focusing on what I began to view as the invisible scaffolding for good learning and performance. It took me a long time to be able to articulate what it was, but today I can do just that.
The puzzle finally came fully together for me after I received my ADHD diagnosis three years ago. Since then, I have been voraciously self-educating (can you say special interest and hyperfixation?) on the insidious and invisible ways ADHD can impact our daily lives. We even have a fun buzz term for the collection of skills affected: executive functioning (or executive skills). Currently, there is no single universal definition for this term, but many find the general idea helpful for conceptualizing the meta stuff in our day-to-day functioning.
It’s probably no surprise to you that executive dysfunction can be present in varying degrees with anyone, however, we’re finding that it’s prominent with neurodevelopmental disorders like ADHD, Dyscalculia, Dyslexia, Dysgraphia, Autism, PTSD, and traumatic brain injuries (among others). Executive dysfunction was likely the saboteur for myself and many of my students, and the changes I made in my coaching over time involved focusing on executive skills development.
These days I’m passionate about the importance of consistent executive skills development along with other more traditional academic tools. Executive functioning is involved in such things as effective organization, managing limited time, identifying unnecessary distractions, navigating multiple priorities at once, anticipating potential issues ahead, and communicating needs and questions appropriately (before it’s too late). Well-developed executive skills lead directly to better learning experiences and more successful results.
Resources like academic coaching are often severely under-utilized, even when free, discreet, and available virtually or in-person. But fortunately, we’re seeing more and more of American higher ed more visibly offering free academic coaching for their entire student populations. And the field of academic coaching is adapting and providing more targeted and inclusive approaches, making it a major potential resource for richer learning. Likewise, federally regulated academic accommodations like assistive technology, extended test-taking time, recorded lectures, flexible attendance policies, earlier access to future assignments, or noise reduction headsets, for example, are now sometimes informally granted by request without a diagnosis.
We are on a hopeful trajectory of better recognizing and supporting nontraditional adult learners (with or without diagnosed disabilities) who struggle with executive challenges. This may contribute to the potential (eventual?) reduction of harmful stigmas and misinformation, or lack of information, blocking too many nontraditional students from academic success. And if we’re lucky, this will lend to increased cultural normalization of services like coaching and formal accommodations in higher ed.
Not yet familiar with academic success coaching? Here are some things a skilled academic coach can do:
If you or someone you care about is attending college or university and in need of additional support, find out what supplemental options the institution offers. And if academic coaching is provided as part and parcel of your enrollment (especially if it’s free!), try it out. It truly does take a village for most of us to manage our stressful adult lives and succeed at school, simultaneously. With a good coach, you’ll likely begin seeing positive results immediately and wonder what took you so long! Good luck.
From the moment she could speak, my husband and I knew our bright, highly creative, physically active daughter was “different” so we enrolled her in the local private school; we hoped the small class size and additional resources would provide whatever help she needed.
Throughout elementary school and high school, we heard the same feedback from teachers, medical professionals and family members:
“She won’t sit still when I’m talking to her.”
“If only she’d focus and pay attention.”
“She spends too much time talking and not enough time doing.”
“How do you make her listen, because she doesn’t listen to me.”
“She’s not trying hard enough.”
The first couple years were fine, but Grade 3 was a nightmare. The teacher had spent her career at an all-boys British preparatory high school, and had no patience for my impulsive, disorganized child. Parents started phoning me (this was before texting), concerned my daughter was being bullied by the teacher; in front of the class the teacher called our daughter “lazy” and “spoiled brat” and encouraged students to do the same. After additional unacceptable incidents and many meetings with school administrators, we eventually moved our daughter to another class with another teacher. I took our daughter to a therapist, but the damage was done - our happy, boisterous child became sad, anxious and fearful.
The following year our daughter’s grade 4 teacher was a kind and compassionate soul who coaxed her out of her shell. She also suggested our daughter be assessed for Attention Deficit Hyperactivity Disorder (ADHD) as she recognized the telltale signs (the teacher had family with ADHD). I had no idea what ADHD was or meant, but that was the eventual diagnosis. Few people had even heard of ADHD twenty years ago! I don’t have it, nor does anyone in my family, but I strongly suspect my husband does. Years ago, my husband developed many tools and coping strategies that work amazingly well for him to this day. Studies now show there is a strong hereditary component to ADHD; children are as likely to develop ADHD from their parents as their height.
I did a deep dive into all things ADHD, but back then there wasn’t much research available. I read what I could and attended workshops and conferences. Plus I stayed up to date with the research which finally confirmed ADHD is a neurodevelopmental or brain-based condition, and not a behavioural problem caused by poor parenting, too much sugar or playing too many video games.
About 15 years ago I decided to write the story my kids never had – the funny, chaotic one set in Canada about a ten-year-old girl who doesn’t quite fit in. And like my daughter when she was ten, Queenie Jean gets into trouble and again, with her teacher, her parents and the Very Important Principal at school. And again and again, Queenie feels shame and calls herself a loser.
Tapping into my life-long love of reading, English studies at university, lived-experience with ADHD, and my adult life as a chartered accountant working with non-profits, my goal was to create a totally immersive first-person point-of-view through the eyes of Queenie. The reader sees only what she sees and hears only what she hears. I wanted to clearly portray the magnitude of ADHD in family life – it’s not just a set of behaviours observed during school hours but a 24-hour, seven-days-a-week complicated reality. Queenie Jean is in Trouble Again told in contemporary time, computers, cellphones and all, with the emphasis on now, now, now.
Kids love seeing characters who look and/or act like them in the stories they read. Don’t take my word for it – The Book Trust, the UK’s largest reading charity and researchers at the University of Edinburgh recently published their findings and concluded “children benefit from seeing their experiences, and those of their friends, reflected in the books they read.” After reading stories featuring neurodivergent characters, neurodivergent kids felt more understood and also believed these stories helped reduce stigma and increase peer understanding. (“Why schools need books featuring neurodivergent characters,” https://www.booktrust.org.uk/news-and-features/features/2023/december/why-schools-need-books-featuring-neurodivergent-characters)
Sally J Pla, the award-winning American author of numerous kid’s books featuring neurodiverse characters, wrote simply and powerfully in the 2024 spring edition of Education Choices Magazine, “Stories teach us we’re not alone.” And just as importantly, “Stories teach us empathy for each other…Yet according to a 2019 study, only 3.4% of children’s books portray a disabled main character.” We know the rate of ADHD is 5-7% in Canada and the US, so when we add autism, dyslexia and other forms of learning challenges, the figures are much higher. (Sally J Pla, “Stories Can Teach Us We’re Not Alone,”)
Clearly we need lots more stories about kids with ADHD!
Although Queenie Jean is in Trouble Again is inspired by the adventures of my daughter almost twenty years ago, the novel is a work of fiction. Queenie has an easier time with school and family than my daughter did. By telling stories like this one, hopefully people will smile, perhaps recognize themselves or perhaps recognize their friend or classmate. And maybe there will be a little less misunderstanding in the world about ADHD and a little more support. I hope you check out Queenie Jean is in Trouble Again and her (my) drawings of her family and other characters in the story including her chocolate lab Coco and see what you think. And let me know. Available in bookstores across Canada.
As a woman nearing 60yrs, a young senior living with ADHD, it was important to me to be diagnosed late in life. This diagnosis became necessary as distractibility, time management, and persistent rejection sensitive dysphoria (RDS) unhinged me in both my academic and professional practice as a registered psychotherapist in Ontario. To the point of risking failure and losing my helping career. I leaned into CADDAC to find a community of support.
CADDAC championed my need for educational information and equipped me in my professional practice. I developed an individual work plan or IWP that addresses my blind spots. I recognize it takes courage, self awareness and determination to get a diagnosis. Tandem to my late in life ADHD diagnosis is an introspection of a legacy project, one for my two young adults also diagnosed with neurodivergent traits.
A vision for all individuals living with ADHD to honour their personal agency, their strengths along with impairing symptoms as learning opportunities. Motivated to shift from being deficit-based to leveraging attributes of hyperfocus, curiosity, a lover of learning, I maintain my superpowers of persistence advocacy. This second half of life has me questioning more rather than accepting the status quo, whether academic ADHD studies involving the aging brain and potential links between dementia and ADHD, seniors like myself need to address their fears with facts.
If ADHD does worsen with age, it bodes to self-equip, being flexible and fluid to adjust. I draw upon my sage age wisdom to pivot when necessary using spiritual strategies, like meditation and prayer, along with blue-green exercise (water and walks in nature) to be antidotes to keep me in my window of tolerance – slow down or speed up. Moreover, I believe at any age the choice of being self compassionate and to befriend our ADHD selves with loving kindness, enabling us to address the unexpecteds and inner critics as my own ally.
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To be curious is to explore and discover, to take an interest in ongoing experience for its own sake. Curiosity is often described as novelty-seeking and being open to experience, and it’s associated with the natural desire to build knowledge. It is fulfilling to journey toward an answer, to engage in a new experience, or to learn a new fact.
A suitable working environment can make a huge difference for someone with ADHD. When a person with ADHD leaves a job, they often mention a lack of support from their employer as the main reason why they decide to move on. Managing an employee with ADHD can be very rewarding, provided that time and effort is taken to understand how the disorder impacts the employee and their responsibilities at work.
Here are some of the most common FAQs about ADHD and the workplace.
Q: What is ADHD?
A: Attention-deficit hyperactivity disorder (ADHD) is the most common neurodevelopmental disorder in children and adults, affecting 3-5% of adults and 5-9% of children or 1.8 million Canadians (Riegler et al. 2017, statistics Canada, 2022).
While core ADHD symptoms include hyperactivity, impulsivity, and attention dysregulation; hyperactivity and impulsivity may be less externalized in those diagnosed with ADHD inattentive subtype. ADHD is also known to impair executive functions (EF). Executive functions refer to a range of higher-level skills critical for successful functioning in everyday life, such as planning, organizing, time management, working memory, processing speed, task initiation, emotional regulation, and self-awareness (Gair et al., 2020). Executive functions impact one’s ability to meet deadlines, plan and organize, problem solve, follow instructions, start, and complete a task, and manage emotional outbursts (Villines, 2021).
ADHD is a chronic condition; only 15% of children with ADHD show remission of symptomatic and functional impairment in adulthood (World Federation Guide, 2019). ADHD is highly heritable with rates between 70-90%, meaning if a parent has ADHD, it is highly likely their children will also have ADHD (Faraone and Larsson 2018).
ADHD impacts all areas of a person’s life. Untreated ADHD can lead to devastating consequences over the course of a person’s life. Children are at risk for accidental injuries, educational underachievement, and difficulties with socializing, while adolescents are at risk for early-onset substance use, delinquency, and teenage pregnancy (CADDAC, CADDRA, CanReach, 2022). Many adults fail to reach their full potential, with studies showing increased risk for substance use disorders, accidental injuries, unemployment, gambling, low quality of life, suicide, and premature death (CADDAC, CADDRA, CanReach, 2022).
Q: What are some of the most common ways ADHD appears in the workplace?
A: How ADHD impacts job performance depends on many factors – the type and severity of symptoms, the suitability of the job to the employee’s strengths, and how successfully the employee uses strategies to offset any of their weaknesses. Here are a few of the most common ways that ADHD shows up at work:
Read more at https://caddac.ca/wp-content/uploads/Workplace-accomodations-Chart-FINAL.pdf
Q: Should I disclose my ADHD diagnosis at my job?
A: This is a very personal decision and remains a controversial topic. Disclosing your ADHD to those who may not understand the condition could lead to your being viewed negatively, since stigma and misunderstandings about ADHD still exist. On the other hand, if your employer is open to discussing the implementation of accommodations, but requires a reason that they are required, disclosing your ADHD could be very beneficial.
Your employer will need to understand ADHD as a medical condition with symptoms that can impact job performance, both positively and negatively. Providing personal examples of how your ADHD impacts you would be beneficial.
An alternative approach to full immediate disclosure could be to initially meet with your supervisor to request certain adjustments in your work environment that you feel will make you more productive. Work your request from an angle of strength, using positive statements like “I work best in an environment with fewer distractions. More frequent check-ins would help me to stay on track and get those large reports to you on time.” Or try, “I am at my peak efficiency in the early morning when the office is quiet. I was wondering if we could schedule my tasks in order to take advantage of my peak productivity.” Don’t call these “accommodations” unless you have decided to formally disclose. Frame these difficulties in terms of solution-oriented goals.
If you do decide to disclose and receive immediate resistance, you may wish to gently point out to your employer that ADHD is considered a disability by Human Rights Commissions. Although at this point of the discussion, things should be kept as amiable as possible.
Q: I need more support at work. How should I request accommodations?
A: Some adults may feel very uncomfortable requesting any type of special consideration. They may feel that they will be viewed as incompetent or making excuses. They may worry that coworkers may resent them for receiving special treatment. But viewing accommodations as a means to your becoming more productive and ultimately a better employee would be a better way for both you and your employer to view these requests. Before requesting accommodations, take some time to think about:
Q: What are some reasonable accommodations I can request at my workplace?
A: Adults with ADHD will differ in the type and quantity of accommodations required. A process of trial and error may be required to discover the best possible options since ADHD symptoms are very individual. It is important to note that in some cases, just a few simple strategies and accommodations may significantly increase both job performance and job satisfaction. A few examples of reasonable workplace accommodations include:
Read more: https://caddac.ca/wp-content/uploads/Workplace-accomodations-Chart-FINAL.pdf
Q: I work from home, how can I stay focused?
A: While working from home, impairments that may have been under control in a structured workplace environment will likely resurface. Inattention, distractibility, hyper focusing and procrastination, difficulty with time-management and organization will probably become more of an issue. Once you understand what could be causing an issue, try putting some of these strategies in place:
Read more: https://caddac.ca/wp-content/uploads/Working-From-Home-with-ADHD-Tips-and-Strategies-2.pdf
If you're interested in working with CADDAC to educate your workplace about ADHD, fill out our presentation request form!
Children can lose up to 40% of the learning gains they have made over the school year if stimulating learning opportunities halt over the summer months. There’s extensive neuroscience research evidence that taking an extended break from learning during the summer can impact students’ retention and engagement for the next school year according to research published in the American Educational Research Journal.
“But we need a break!” I hear you. Many students and parents are counting the days until summer vacation for a well-deserved break. It’s a great time to rest, rejuvenate, and hit the reset button. It’s also the perfect opportunity to apply the tools and strategies learned during the academic year to carry out non-academic tasks, significantly contributing to building a child’s essential executive functioning skills toolkit.
What are executive skills, and why are they important?
We rely on our executive functions in our daily lives, from planning our day to remembering to pack our lunch or mapping out our next road trip. They are developmental in nature and are housed in the brain’s ‘management department’ and are essential contributors to tasks being carried out and completed. Adults often take these learned skills for granted, assuming children will “naturally learn” how to organize, stay focused, persist, prepare, and plan.
However, for a child with ADHD, lagging executive skills are inevitable and can be the root cause of stress, anxiety, shame and frustration at home and school. A youngster with an ADHD diagnosis can delay their executive function skill acquisition by up to 30%.
Youngsters with weak executive skills can be disorganized and forgetful, need help getting started on assignments and easily get distracted from non-preferred tasks. They can also experience challenges regulating their emotions due to frustration and overwhelm. However, the good news is that these skills can be taught, learned, and practiced in both formal and informal situations. With patience, practice, persistence and, most importantly, positivity, adults can foster the development of these essential skills in their children.
What can parents and caregivers do to help develop these skills?
Learning is a habit. Training one’s brain and keeping it active and strengthened is just like keeping one’s physical body in shape. You need to keep at it consistently to see noticeable results! Anyone who has taken two months off from the gym knows what I am talking about. The brain is no different.
But don’t worry, you don’t need to convince your young person to bury themselves in textbooks and rigorous online academic classes to stop them from falling behind over the summer break. Instead, consider providing your youngster with real-life opportunities to build and reinforce their essential executive functioning skills over school breaks.
Here are a few simple ideas that our students and parents find especially helpful and fun!
The more consistent we are with helping our students build executive function skills year-round, the more success the student will experience. Consistency with new habits is a crucial element to transformations in behaviour. When we are consistent in building these skills, we see momentum leading to healthy life-long habits. By actively avoiding the summer brain drain with naturally engaging opportunities, you will be surprised how prepared and confident your child will feel for future learning and life.
About Samantha, Founder, Kaizen Education Services
Over 25 years ago, Samantha Woods, Founder of Kaizen Education Services, recognized that her students’ success in life goes well beyond intelligence and academic skills. After taking a neuroscience research hiatus, Samantha discovered that lagging executive functioning skills were at the root of many of her ADHD students’ challenges. Since then, she has developed a successful executive skills coaching program for students and adults who live with an ADHD diagnosis and recognize that building these invaluable skills can lead to a lifetime of success and peace. Samantha now spends her time presenting and sharing research based practical tools & strategies with educators, parents and anyone invested in making good change (Kai-zen) happen with a young person in their life. Her latest passion is building Kaizen’s “Brain Hub Academy,” an online digital ADHD coaching platform to strategically teach these essential skills to students of all ages across the world.
Kaizen Education Services is a social enterprise focusing on executive brain functioning development from the classroom to the boardroom. Kaizen is currently transforming their in-person executive skills coaching program to a digital platform so more adults can feel empowered to support the young people in their lives.
David Martin (he/him) is a risk and cyber leader with a passion for writing about humanity, neurodiversity, and, more recently, generative ai.
David holds a degree in arts from the University of Toronto and is happily married with two children. He enjoys listening to music, playing guitar and piano and sharing insights and experiences through his writing. David also publishes his ai-generated art daily on https://instagram.com/papercutscafe.
At age 53, I received a diagnosis that would change my life: attention deficit hyperactivity disorder (ADHD). This revelation was surprising and transformative, shedding light on a lifetime of misunderstood experiences and behaviours.
Before my diagnosis, I went through life like a novel with missing pages, attempting to comprehend a story that seemed to leap over vital information to the storyline. I was often lost in my thoughts, and impulsivity was my frequent struggle. There are many stories I can tell that upon reflection were symptoms of my undiagnosed ADHD. I’ll share a few of these in my story below.
As a teenager, I fell behind on a project in Computer Science - writing a short program in BASIC. Instead of owning up my failure to complete the project to the teacher, I copied a friend's floppy disc (it was the 80s). The teacher caught me, and we were both held accountable for my actions.
My actions, often regrettable in hindsight, were even a mystery to me. This impulsivity, coupled with an inability to communicate my feelings effectively, strained my relationships and led to bouts of binge drinking in my youth.
In University, I had a big crush on a friend. When she showed affection for another guy, I ended the friendship altogether. The last time we spoke, she called to ask if I wanted to get together sometime,
I simply said, "No, I'm bored with that." I still don't know how I could have said something so hurtful, yet for years afterward, I thought we had just drifted apart, having forgotten the conversation entirely.
Professionally, my ADHD manifested as missed deadlines and forgotten deliverables. Despite my friendly demeanour and eagerness to please, my performance suffered. I was a serial starter, always excited about new projects but rarely seeing them through to completion. Financially, my impulsivity led to spontaneous purchases and unused memberships, further complicating my life.
For example, I must have signed up for new gym memberships at least 5 times between 30 and 45. In most cases, I signed up and visited the gym once and never returned until cancellation.
At work, I consistently received average to above-average scores on my performance. My ratings were often negatively influenced by the tasks and projects I forgot to complete. And yet, I still found myself promoted occasionally, eventually achieving the level of Director where I work today.
These achievements may have been due to my inherent abilities and willingness to work hard to solve problems. It may also have been my ability to successfully mask many of my symptoms of an ADHD diagnosis of which I had no knowledge.
The turning point came when my daughter was diagnosed with ADHD. She struggled in school, and as early as age 7, she often forgot to record assignments on the blackboard at school. She struggled to succeed in middle and high school and was highly anxious about homework and projects. While she found some relief, like me, through psychotherapy, it was not enough. She researched ADHD symptoms on her own, perhaps inspired by posts on social media about the condition.
Initially skeptical, I began recognizing my symptoms as I delved into my own research about the disorder. Through many books and online tests, this realization led me to seek a professional diagnosis.
To receive the assessment, I needed a referral from my family doctor and an initial investment of $500 of the $2500 fees from the clinic she recommended. I wasn't provided with an initial interview or intake for nearly 3 months and was at risk of losing my place and deposit if I wasn't available for that first interview.
The assessment process took nearly eight months and involved a series of appointments with psychologists, psychometry, and psychiatrists. Except for the initial interview and final diagnosis, each meeting was with someone different at the clinic.
I had to complete offline questionnaires, and my partner was also given questions to answer. The clinic asked for my school records to check for early signs of ADHD, but this paperwork was lost to time (and perhaps to ADHD). All of this work happened at the tail end of the height of the pandemic.
I was already suffering anxiety from the experience of COVID19, let alone the ADHD assessment process. But I made it through the assessment and in the end, was diagnosed with ADHD 'combined type.' I understand this classification has fallen out of favour in some circles, but I suppose it remains somewhat relevant.
My ADHD diagnosis was a relief, but it was also the beginning of a new journey. Treatment options included medication, management techniques, and psychotherapy. Having already explored psychotherapy and various management tools, I opted for medication. I started on a low dose of Vyvanse (Lisdexamfetamine), gradually increasing it until I found the right balance.
The impact of the treatment was profound. The constant 'noise' in my head quieted, and I became more focused and attentive. I had the energy to pursue a healthier lifestyle, resulting in significant weight loss and increased physical fitness.
Creatively, I was able to set and achieve goals, and my career began to flourish as my improved focus and productivity were noticed at work.
Since my diagnosis and treatment, my life has transformed in several significant ways.
My journey to an ADHD diagnosis was a long time coming. I feel like I missed out quite a bit in life. Still, on the other hand, the experiences I had with undiagnosed ADHD were unique and impactful to the direction my life has taken. Ultimately, it has led me to a place of understanding and acceptance. I've learned that it's never too late to seek help and that a diagnosis can be the first step towards a happier, more fulfilling life.
Having been through the assessment and diagnosis process, I encourage others to seek their diagnosis through professional channels. I also advocate at my workplace and personal life for those with this condition and seek new ways to live a happy and successful life with ADHD.
If you’re an adult with ADHD, your skills and weaknesses in the workplace may differ from those of your neurotypical colleagues. It might be harder for you to remain focused on an unstimulating task, stay organized or be able to meet deadlines – which will cause challenges at work. There are three types of ADHD, and knowing which type you have is a good starting point for deciding a career path:
Adults with ADHD change jobs more frequently and have higher rates of unemployment or part-time employment (Kuriyan et al, 2013). With this in mind, choosing a career path that would be a good fit for someone with ADHD could be a challenge. Here are a few things to consider when deciding on which career may best suit you.
What are your interests?
It’s well known that those with ADHD need to be engaged and interested in their field of work in order to maintain attention, be productive and feel fulfilled. Do you get a kick out of analyzing numbers and organizing data? Maybe you like working with your hands and being creative. There isn’t a “perfect job” for people with ADHD, but doing something you’re passionate about will encourage motivation, focus, and lead to higher job satisfaction.
What are your strengths?
The right job will turn your unique ADHD symptoms and traits into strengths and assets. Studies show that people with ADHD tend to be more curious, creative, imaginative, innovative, and inventive – both inside and outside of the workplace. Make a list of your strong suits and think of times when those strengths have led you toward success or recognition. Evaluate whether or not any symptoms like hyperfocus, high energy or impulsivity helped you get the job done. Input from others may be helpful when answering this question!
Is there a pattern to your energy level throughout the day?
Think about your day-to-day energy patterns. Do you notice that you’re more productive in the morning, or you feel more motivated later in the day? Are there specific tasks that make you feel invigorated or drained? All jobs can occasionally include boring or mundane tasks, but some careers might require more physical and mental energy than others, or require work hours outside of a standard 9-5.
Do you need structure, or freedom?
Shift work, flexible hours or a hybrid environment can be beneficial for one person with ADHD, whereas another might require structure and routine to quiet their busy mind. If you tend to get easily overwhelmed, you might do better in a quiet, low-stress workplace that follows a standard day-to-day routine. If you value your autonomy, consider careers that allow you to make your own schedule or work off-site. Knowing what kind of environment you work best in can narrow your search for the ideal career.
Takeaways
Once you have a better understanding of who you are as a person, it’ll be easier to start exploring different career options. It’s important to remember that ADHD is unique. One ADHDer may consider a more low-key office job mentally stimulating, and another might thrive in a fast-paced retail job. The key is to choose a field or specific position that capitalizes on your skills and the traits that make you an asset to any workplace.
If you're interested in working with CADDAC to educate your workplace about ADHD, check out our ADHD in the Workplace Workshop and fill out our presentation request form!
When I was 3 years old, I was expelled from preschool (a Montessori school, actually.) Montessori education is, by definition, “child-centred education designed to help all children reach their fullest potential – at their own pace” ….Well, I guess they didn’t like my pace.
I spent a lot of time in the principal’s office, often due to acting without thinking and being impulsive. I switched to a mainstream school in grade 4 and I was identified as “gifted” in grade 5. All that really led to was just me being told I’m not reaching my full potential by teachers, and me questioning for years and years why I seemed so dumb when I was supposed to be so smart. It felt like I was left out of the loop because everyone else seemed to know how smart I was, but I couldn’t figure out why they thought that. I wasn’t top of my class, and it felt like I had accidentally tricked people into thinking I was smart when I wasn’t.
Fast forward to high school, within my friend group I was always the one who knew the most in any study session, but we all just referred to me as “school smart, people stupid” or “book smart, world stupid.” Throughout my life, friends and family have often told me: “you know, you’re really dumb for a smart person” to which I would always agree with them.
In grade 11 chemistry, I finally had a teacher who made it clear to me that he knew there was a disconnect between me and my potential. On tests, he would come over and quietly read the question out loud without changing the wording or explaining it, and for some reason that helped it to “click” when it otherwise wouldn’t have from reading it in my head. This led to me speaking to my SERT (the spec ed teacher assigned to me since I had an IEP), and we set up a consultation with an educational psychologist.
During the evaluation, they told me: “You’re going to graduate next year, you’re an honour roll student, you’re well behaved, you’ve got great attendance. Unfortunately, you’re just not a priority for the school system to approve a proper psychoeducational assessment,” and that was that.
When I got to university, I was so excited about all the new experiences like going to class, living in residence and being downtown without my family. I was desperate for all the cool psychology knowledge I could get my hands on. In my 3rd year, after seeking out an assessment, I got diagnosed with ADHD at age 20 (which in my opinion was 15-17 years too late). I was also diagnosed with anxiety and depression, which, unfortunately, comes with the territory of undiagnosed/untreated ADHD. I slowly got worse and worse with procrastination, especially in my 4th year when I no longer lived in residence and instead had my own apartment.
During 2021 when all my classes were online, I was bad at taking care of myself. I only left my apartment to go to work a few times a week, was pretty depressed, and didn’t care about the work I was doing, which was very unlike me. I was just altogether lacking a lot of motivation for anything and everything. It got hard to do basic stuff like work up the effort to wash dishes or even do things I actually enjoyed like reading or colouring. I would spend hours just staring at the wall like a zombie while on the inside, I was doing mental gymnastics. If you have never experienced being physically tired while simultaneously being mentally hyper -- I’ll tell you right now, it is exhausting.
It was around this time that I started learning as much as I possibly could about ADHD, especially how it is in girls, which is quite different from how it can present in boys. It became a cycle because the more I learned, the more I wanted to learn, and the more I wanted to shout from the rooftops what I had found out. Since then, I have found out that I am also autistic, also something I had to figure out myself. I have continued learning about ADHD, the common misconceptions and realities of those who deal with it, and I have worked hard to advocate for ADHD awareness.
Currently, I am in a Master’s of Teaching program and have dedicated my research to help kids with ADHD as a teacher, and especially, to help kids who might slip through the cracks of the diagnostic system like I did. I know that I am really fortunate to have had the privileges in life that I’ve had, and that my school experience was generally positive. Ultimately though, my public-school experience left me feeling that this cannot be the best it gets for other neurodivergent students.
Despite the popular myth that ADHD is over diagnosed, those with ADHD, as well as those with autism, often make it into adulthood before being diagnosed. So many of my future neurodivergent students may very well not have an accurate IEP during their time in my classes if they are given one at all.
Sometimes people tell me that all I talk about is ADHD and to that, I say: “so?” Not enough other people are talking about it, and if that means I must take it upon myself to spread awareness for it a bit more, I think that is really a small price to pay. To put it this way: anyone who might get annoyed with me for going on and on about ADHD, how much of life it affects and how more teachers, parents, and people, in general, should know about it, I would much rather have them be mildly annoyed with me instead of have kids grow up hating themselves or thinking they’re broken or alone in the world.
Growing up I was a good kid, and I excelled in school. We’re talking straight-A student. I loved to learn, but socially I was an awkward underdog – always insecure and unsure of my place in the world. I never felt like I fit in anywhere – with friends, or even family.
Fast forward to adulthood. I was married at 24 and had my two children at ages 25 and 26. I was living the dream with a home in the country and my perfect family. There was still an internal struggle, like a dark cloud hanging over me, but I managed. I’ve always been productive, fairly efficient, and never late for anything. On the outside, I believe I appeared to have it all together. On the inside, I don’t think I ever did until I reached (and overcame) my breaking point at the age of 35.
I had always been inactive, overweight, and never really prioritized my health and wellness. It was Summer 2020 when my children had grown enough to need me less, that I decided my lifestyle needed a serious change. I committed to an intense wellness challenge, determined to lose weight, get fit and feel great. Guess what?! It worked. It worked really well. I lost a lot of weight and was obsessed with the new me. Meal planning and exercising became my everything. I had accomplished something I never thought possible. But as I was building good health, I was also damaging it. Little ailments kept popping up resulting in numerous doctor visits.
By Winter 2021-2022 I was a wreck. I was stuck in calorie-deficit-mode when I no longer needed to be – which shifted to semi-starvation without me realizing it. I felt like I was living a lie – like the old me was going to return and everyone would see me fail. I was obsessed with maintaining control with every ounce of my being, until I cracked. An eating disorder was at the top of my mind. My husband was concerned about my mental health.
At this point, after visits to my doctor over physical ailments – I went in with my mental health concerns. My doctor recognized some patterns and behaviours at this point. ADHD was the diagnosis. I was stunned. Never in my life had I ever thought I had any of the characteristics. Truth is, I just internalized (masked) them all. My brain is very cluttered. I’m very forgetful and fidgety. I’m a terrible listener, known to interrupt and offer my two cents when they aren’t asked for. I obsess about the things that interest me. When I’m bored or lacking stimulation, I plummet into laziness, negativity, overthinking and often turn to food for comfort. My fixation on weight loss and physical improvement was my continuous hit of dopamine.
Since my diagnosis about a year ago, I have received support for my ADHD, as well as my disordered eating (and exercising). It became evident quite quickly that ADHD was the root. In treating and learning to manage it, my other problems have become much more manageable. I am a healthy weight, and no longer fixate on the unhealthy habits I’d established.
My diagnosis floored me because it was so unexpected. At first, I felt intense grief over the years lost not knowing myself. My life didn’t have to be as hard or confusing as it was! After those feelings subsided came a feeling of freedom. I stopped caring about what people thought of me. I stopped making choices based on others’ expectations or judgements of me. I started living more and worrying less.
My diagnosis has taught me so much about myself. It strengthened my marriage, and resulted in some changes in the ways we both parent our children. I’ve gained the confidence to start my own creative marketing business, and I’ve built some solid relationships with people who love and accept me for who I am.
I’m managing my symptoms with many tools. Medication calms my busy brain, but I must put in the work every day to thrive.
Here's a list of things that work for me:
• I articulate my feelings of stress and anxiety when I’m feeling overwhelmed.
• I find healthy hobbies and outlets for managing my symptoms and improving my health.
• I acknowledge that I feel my best when I eat well, drink plenty of water, and sleep well (although I don’t always do these things).
• I find challenges for myself and set goals. Then I use those goals to create action plans. It gives me motivation and something positive to fixate on.
• I see a therapist specializing in ADHD.
• I take risks (reasonable ones) and embrace opportunities to experience new things.
• I make lists so I don’t forget things as often. Crossing things off my to-do lists is very satisfying!
During the pandemic when I started that fitness challenge, I discovered a love for running. It is hands-down the most effective tool for managing my ADHD symptoms. I find peace when I run. I feel powerful when I run. Runner's high is the real deal! I love running so much that I challenged myself to complete a half-marathon. I trained through the winter and accomplished my goal on March 5th. I’m ready to do a second in May!
My ADHD diagnosis has changed my life. That’s not to say it’s not hard – it’s always hard. It creates a lot of stress and consumes a lot of energy to manage. But I choose to see the silver lining. I’m alive, I finally accept myself as I am, and I’ve learned to embrace imperfection. I accept that there will be bad days scattered amongst the good days. I’m finally starting to understand myself, and that’s really freeing.
If I were diagnosed earlier, my life would have been much different.
I would not have had to put up with the abuse I endured growing up and after I left home. I was called lazy, stupid, and crazy and told that those with ADHD have lower intelligence than those with out it.
Nancy, diagnosed at age 55
