Misinformation and stigma

There are many harmful stereotypes that stigmatize ADHD, such as that people who have it are just “lazy” and “unmotivated,” or that they’re faking their disability. These statements are false; the ADHD brain does not properly produce the hormones that neurotypical individuals, whether they realize it or not, rely on in order to function.

According to the National Library of Medicine, the disorder stems from the brain having difficulties with producing and processing essential neurotransmitters such as serotonin and dopamine. 

Serotonin helps to regulate mood stabilization, cognition, learning, memory, and sleep. 

Dopamine, commonly known as the “happy chemical,” likewise affects these functions, as well as concentration and bodily movements. 

As one could likely infer, an inability to properly produce important hormones leads to problems that can impact all aspects of a person’s life. The struggles caused by ADHD are why it is classified by the DSM-5 as a neurodevelopmental disorder. 

Another misconception with ADHD is that people who have it are unintelligent; this couldn’t be further from the truth. In fact, many studies have suggested a correlation between being “academically gifted” and having ADHD. Many adolescent symptoms of ADHD (such as creativity, craving challenging or stimulating work, and questioning authority figures) are traits that are likewise observed in most “gifted” students.

Furthering that ADHD is not a sign of unintelligence, take for example Ms. Elysa Matineau, English teacher and director of Academic Decathlon, who has ADHD and has dealt with its struggles.  

“I did okay with school, never great grades,” Matineau said. “My grades were meh, but when Covid hit- and I have two kids- trying to do my work when I had two children involved was almost near impossible.”

As a hard-working teacher, Acadec coach, and mother of two, it goes without saying that Martineau isn’t “lazy” or “unmotivated” in any way. She puts in as much (if not, more) effort than most people, it’s just that her efforts are expressed and manifested differently.

“In college, what I would do I’d lay all my homework out on the ground, and I’d start working on something and as soon as I couldn’t focus on that anymore I’d stand up, walk around, and sit at the next thing,” Martineau said. 

This method was to keep her mind engaged in the tasks that she had to accomplish, allowing her to visualize what she needed to get done and not get bored with any one thing. She described it as, “something fresh, allowing my mind to refocus.”