5 ADHD Myths and Facts Educators Should Know

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Attention-deficit/hyperactivity disorder (ADHD) affects approximately 11% of school-age children. The core diagnostic criteria of ADHD was described in 1902, and despite significant progress in ADHD research, several myths persist. 

It is important for educators and administrators to understand the truth about ADHD and how to address the harmful myths that sometimes keep students from receiving the support they need to be successful.  

Here are five common myths about ADHD:

Myth: People use ADHD as an excuse for “bad” behavior.

Fact: ADHD is a neurodevelopmental disability.

As a team full of educators, we know that it is not uncommon for educators to question if a student’s ADHD-related characteristics are the result of bad parenting, lack of discipline, stubbornness, or laziness. This viewpoint is harmful to students with ADHD because it can cause educators to subconsciously not view the students’ needs as true needs. Educators and administrators must understand that ADHD is not a deliberate choice made by children. It is a real neurodevelopmental disability that causes differences in brain development and function. In fact, there is a strong hereditary link with one in four children with ADHD having a parent diagnosed with ADHD. The hereditary link, along with environmental factors, contribute to ADHD being one of the most commonly diagnosed neurodevelopmental disabilities in children today.

Myth: ADHD is a learning disability.

Fact:  While ADHD can make learning challenging, it is not a learning disability.

ADHD-related difficulties, such as difficulty focusing and hyperactivity, can make learning more challenging, but they do not affect a person’s ability to learn specific content or skills. However, there is a strong correlation between ADHD and learning disabilities, with studies showing that as many as 45% of kids with ADHD also have a learning disability.  

While ADHD is not a learning disability, students who have ADHD without a learning disability can often still benefit from additional support and accommodations. 

Myth: All students with ADHD are hyperactive and impulsive.

Fact: Students can present hyperactive-impulsive characteristics, inattentive characteristics, or a combination of both.

It’s important for educators to know the different types of ADHD, so they can understand their students more and provide more tailored support. 

Students with inattentive ADHD may be easily distracted and have difficulty focusing for long periods of time. They might lose track of assignments or appear as though they are daydreaming during lessons. On the other hand, students with hyperactive-impulsive ADHD tend to be more fidgety, impulsive, and hyperactive – the characteristics most commonly associated with ADHD. Sometimes, students with ADHD show a combined presentation, which is a combination of the hyperactive-impulsive and inattentive types. Someone who is predominantly inattentive might also have some hyperactive-impulsive traits, and vice versa, but not enough for a full combined presentation diagnosis. Each individual’s presentation can change over time, so it’s always wise to be mindful of making assumptions about a particular student’s needs.

Myth: Students with ADHD are unable to focus.

Fact: Many students with ADHD hyperfocus on engaging and/or stimulating activities.

One common misconception is that students with ADHD simply need to try harder to focus. This oversimplification overlooks the underlying neurobiological factors that contribute to their challenges.

According to an article from Child Mind Institute, students with ADHD “do not have a deficit of attention but rather a difficulty directing their attention”, especially to tasks that are not immediately rewarding. This is why the traditional classroom setting, which often involves sitting still, being quiet, and focusing on assignments for extended periods, can be challenging. 

Many students with ADHD actually experience hyperfocus, which lets them pay intense attention to things that are interesting, engaging, and/or stimulating. This hyperfocus can be positive, but it can also make it more difficult to switch to less engaging tasks, like homework. Educators can make lessons more engaging for students with ADHD by incorporating their interests, hands-on activities, and education games (like Ava) into the lesson.

Myth: Students will outgrow ADHD.

Fact: The majority of students with ADHD will still have ADHD-related difficulties as adults.

While ADHD-related difficulties might change over time, it is unlikely that they’ll disappear entirely. Common characteristics like impulsivity might decrease as students enter adolescence, but they can still feel jittery, restless, and uncomfortable in certain situations. For many adults, however, ADHD-related difficulties remain the same throughout their lifetime.

It’s crucial to support students with ADHD and teach them how to manage overwhelm and ADHD paralysis from an early age, so they can develop the skills to successfully navigate and overcome challenges as they move into adolescence and adulthood.

Myth: Only boys have ADHD.

Fact: Girls are often overlooked or misdiagnosed.

Boys are diagnosed with ADHD more than girls due to boys being more likely to exhibit the hyperactive-impulsive presentation that people commonly associate with ADHD. Girls with ADHD are more likely to exhibit inattentive characteristics and have more self-control than boys with ADHD. These differences in characteristics increase the chance that a girl with ADHD will fly under the radar. Unfortunately, some people may even mistake their inattentiveness for laziness, resulting in their ADHD being overlooked or misdiagnosed.

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It is important to challenge the common myths and misconceptions surrounding ADHD to foster a better understanding and better support students with ADHD. By dispelling these myths, we can promote accurate information, reduce stigma, and empower students to reach their full potential, starting at a young age.

Social Cipher’s curriculum and online SEL game Ava was designed by a neurodivergent team specifically for neurodivergent students. Not only does Ava teach students valuable SEL skills to help them navigate challenges, but students also benefit from seeing positive representations of neurodivergence in the game. Learn more about how to get Ava into your school or district.

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Sources

ADDitude. “ADHD Brain Chemistry.” Link

CDC. “ADHD.” Link

Chadd. “Myths and Misunderstandings.” Link

Child Mind. “Common ADHD Myths.” Link

Healthy Children. “Myths and Misconceptions.” Link

Understood.org, “Common Myths About ADHD.” Link