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Mental health while being neurodiverse

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"mental health" parents carers parenting "how to help my child"

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I upload videos about mental health. These draw on both my professional and personal experience and aim to educate and inspire.

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A number of resources

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madebydyslexia | Instagram, Facebook, TikTok | Linktree

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View madebydyslexia’s Linktree to discover and stream music from top platforms like YouTube, Spotify here. Your next favorite track is just a click away!

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Made By Dyslexia employing dyslexic thinkers and how to support as an employer.

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Rejection sensitivity dysphoria strategies

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Understanding Rejection Sensitive Dysphoria (RSD)

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Access denied | www.additudemag.com used Cloudflare to restrict access

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This is a great book, it looks at different aspects of life from relationships, raising children when the parent has ADHD to work. This book is available as an audiobook which may suit ADHDers better.

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Aged just 21, Alex Partridge founded UNILAD and LADBible, social news sites which now have a following of 100 million people around the globe. A legal case over ownership in 2017 tipped him over the edge of the cliff into alcoholism, triggering years of mental health issues until, aged 34, he was diagnosed with ADHD.

Now it all makes sense.

Written with Alex's trademark raw vulnerability,

In his chart-topping podcast, ADHD Chatter, Alex has spoken to dozens of experts on ADHD and related conditions in a bid to understand and improve outcomes for the neurodiverse population - and this groundbreaking book brings them all together, for the first time, in one place.

A blend of lived experience and expert insight, this deep dive into ADHD has the power to change your life. If you've ever wondered why you can't remember those critical appointments, how you can be hyper-focused one minute and down a YouTube rabbit-hole 30 seconds later, or distils the essence of all the most important need-to-knows, from parenting with (and for) ADHD, to managing your mental health, your finances and even your shopping list. Most importantly it celebrates the opportunities and strengths, unique skillsets and positive traits of ADHD to remind you that you are NOT broken - and you are enough.

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Now It All Makes Sense: How An ADHD Diagnosis Brought Clarity to My Life

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Now It All Makes Sense: How An ADHD Diagnosis Brought Clarity to My Life (Audio Download): Alex Partridge, Alex Partridge, Sheldon Press: Amazon.co.uk: Audible Books & Originals

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Podcast which is via YouTube and podcast platforms

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"business tips" "business advice" "stock market" "stock market beginners" "crypto beginners" "how to start a business" "business beginners"

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Hosted by Alex Partridge New episode every Tuesday.

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The Suffolk Autism Social Club (SASC) is a safe space for autistic adults (18+) to socialize and mix with other autistic people. This is a friendly and relaxed environment where members can meet up to talk as well as participate in planned activities. There is no pressure or obligation for people to engage in activities,

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Recognised coping strategy for time management for ADHD individuals.

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The secret to effective time management is...thinking in tomatoes rather than hours. It may seem silly initially, but millions of people swear by the life-changing power of the Pomodoro Technique. (Pomodoro is Italian for tomato. 🍅)

This popular time management method asks you to alternate pomodoros - focused work sessions - with frequent short breaks to promote sustained concentration and stave off mental fatigue.

Try the Pomodoro Technique if you...

Find little distractions often derail the whole workday

Consistently work past the point of optimal productivity

Have lots of open-ended work that could take unlimited amounts of time (e.g., studying for an exam, researching a blog post, etc.)

Are overly optimistic when it comes to how much you can get done in a day (aren't we all 🙃)

Enjoy gamified goal-setting

Really like tomatoes

What is the Pomodoro Technique?

The Pomodoro Technique was developed in the late 1980s by then-university student Francesco Cirillo. Cirillo was struggling to focus on his studies and complete assignments. Feeling overwhelmed, he asked himself to commit to just 10 minutes of focused study time. Encouraged by the challenge, he found a tomato (pomodoro in Italian) shaped kitchen timer, and the Pomodoro technique was born.

Though Cirillo went on to write a 130-page book about the method, its biggest strength is its simplicity:

1. Get a to-do list and a timer.

2. Set your timer for 25 minutes, and focus on a single task until the timer rings.

3. When your session ends, mark off one pomodoro and record what you completed.

4. Then enjoy a five-minute break.

5. After four pomodoros, take a longer, more restorative 15-30 minute break.

The 25-minute work sprints are the core of the method, but a Pomodoro practice also includes three rules for getting the most out of each interval:

1. Break down complex projects. If a task requires more than four pomodoros, it needs to be divided into smaller, actionable steps. Sticking to this rule will help ensure you make clear progress on your projects.

2. Small tasks go together. Any tasks that will take less than one Pomodoro should be combined with other simple tasks. For example, "write rent check," "set vet appointment," and "read Pomodoro article" could go together in one session.

3. Once a pomodoro is set, it must ring. The pomodoro is an indivisible unit of time and can not be broken, especially not to check incoming emails, team chats, or text messages. Any ideas, tasks, or requests that come up should be noted to return to later. A digital task manager like Todoist is a great place for these, but pen and paper will do, too.

In the event of an unavoidable disruption, take your five-minute break and start again. Cirillo recommends that you track interruptions (internal or external) as they occur and reflect on how to avoid them in your next session.

The rule applies even if you finish your task before the timer goes off. Use the rest of your time for overlearning, or improving skills or scope of knowledge. For example, you could spend the extra time reading up on professional journals or researching networking opportunities.

Todoist Tip

If the system seems simple, that's because it is. The Pomodoro technique is all about getting your mind in the zone to finish your tasks.

What makes pomodoro so effective?

The arbitrary silliness of using a tomato as a stand-in for units of time belies the Pomodoro Technique's serious effectiveness in helping people get things done. Here's what makes the method uniquely suited to boosting productivity:

Making it easy to just get started

Research has shown that procrastination has little to do with laziness or lack of self-control. Rather, we put things off to avoid negative feelings. It's uncomfortable to stare down a big task or project - one you may not be sure how to even do or one that involves a lot of uncertainty. So we turn to Twitter or Netflix instead to boost our mood, if only temporarily.

Luckily, studies have also shown an effective way to break out of the avoidance cycle: shrink whatever it is you're putting off down to a tiny, unintimidating first step. For example, instead of sitting down to write a novel, sit down to write for 5 minutes. Still too hard? Try just sitting down to edit a paragraph. Doing something small for a short period of time is a whole lot easier to face than trying to take on a big project all at once.

That procrastination-busting strategy is exactly what the pomodoro technique asks you to do: break down your big tasks, projects, or goals into something you only have to do for the next 25 minutes. It keeps you hyper-focused on the next thing you need to do rather than get overwhelmed by the enormity of what you're taking on. Don't worry about the outcome - just take it one pomodoro at a time.

Combating distractions

If you've ever been interrupted when you were in a flow state, you know how difficult regaining focus can be. Yet, the constant stream of information pouring in via emails, team chats, and social media notifications demands more and more of our attention.

While it would be nice to blame technology for everything, recent studies suggest over half of all workday distractions are self-inflicted - meaning we pull ourselves out of focus. In the moment, it can be easy to justify these internal pulls - "This email is too important to wait," or "It took less than a minute to check my Twitter; it isn't a real distraction."

But those small interruptions add up! It isn't just the time you lose on distractions; it also takes time and energy to refocus your attention. After switching gears, our minds can linger over the previous task for over 20 minutes until we regain full concentration. Indulging the impulse to check Facebook "just for a minute" can turn into 20 minutes of trying to get back on task.

The Pomodoro Technique helps you resist all of those self-interruptions and re-train your brain to focus. Each pomodoro is dedicated to one task, and each break is a chance to reset and bring your attention back to what you should be working on.

Becoming more aware of where your time goes

When planning out our future projects, most of us fall victim to the planning fallacy - our tendency to vastly underestimate the time needed to complete future tasks, even when we know similar tasks have taken longer in the past. Your present self imagines your future self operating under entirely different circumstances and time restraints.

The Pomodoro technique can be a valuable weapon against the planning fallacy. When you start working in short, timed sessions, time is no longer an abstract concept but a concrete event. It becomes a pomodoro - a unit of both time and effort. Distinct from the idea of 25 minutes of general "work," the pomodoro is an event that measures focus on a single task (or several simple tasks).

The concept of time changes from a negative - something that has been lost - to a positive representation of events accomplished. Cirillo calls this "inverting time" because it changes the perception of time passing from an abstract source of anxiety to an exact measure of productivity. This leads to much more realistic time estimates.

Writer Ben Dolnick describes how his perception of time changed while using the method:

"Five minutes on the internet, as measured by my timer, would pass in what seemed to me about 35 seconds. A timed hour of research would seem to take between three and four hours. My timer was a crisp metal yardstick laid down in the fog of my temporal intuitions."

When you use the Pomodoro technique, you have a clear measurement of your finite time and your efforts, allowing you to reflect and plan your days more accurately and efficiently. With practice, you can accurately assess how many pomodoros a task will take and build more consistent work habits.

Gamifying your productivity

Every pomodoro provides an opportunity to improve upon the last. Cirillo argues that "concentration and consciousness lead to speed, one pomodoro at a time."

The Pomodoro technique is approachable because it is more about consistency than perfection. Each session is a fresh start to reevaluate your goals, challenge yourself to focus, and limit distractions. You can make the system work for you.

Motivate yourself to build on your success by setting a goal to add an extra pomodoro each day. Challenge yourself to finish a big task in a set number of pomodoros. Try setting a goal number of pomodoros for each day without breaking the chain. Thinking in tomatoes rather than hours is just more fun.

Quick tips for pomodoro-ing

While the 25/5 minute work/break intervals are the heart of the Pomodoro Technique, there are a few things you can do to make your pomodoros more effective:

Plan out your pomodoros in advance

Take 15 minutes at the beginning of your workday (or at the end if you're planning for the next day) to plan out your pomodoros. Take your to-do list for the day and note how many pomodoros each task will take. (Remember, tasks that will take more than 5 pomodoros should be broken down into smaller, more manageable tasks. Smaller tasks, like responding to emails, can be batched together in a single pomodoro.)

If you work an 8-hour workday, make sure your pomodoros for the day don't go over sixteen. If they do, postpone the least urgent/least important tasks for later in the week.

Build overflow pomodoros into your day

While an 8-hour workday technically leaves room for sixteen pomodoros, it's best to build in a buffer of 2-4 "overflow" pomodoros, just in case. Use your overflow pomodoros for tasks that take longer than you planned or for unexpected tasks that come up during the day.

If you don't end up needing them, use the extra pomodoros for learning or lower-priority tasks that always get pushed to the end of your to-do list. It's much less stressful to end the day with pomodoros to spare than to overschedule yourself and get behind.

How many pomodoros are in a day?

Experiment with the length of your pomodoros

For some types of work that require extended periods in a creative "flow" state - think coding, writing, composing, etc. - 25 minutes may be too short. Try extended work sessions with longer breaks. A DeskTime study found that a 52-minute focus and 17-minute break is the perfect balance. Others prefer 90 full minutes with a 20-30-minute break, based on Ultradian rhythms.

For tasks that you've been putting off for one reason or another, 25 minutes might be too long. If you're feeling a lot of mental resistance, or you just can't get yourself to stay focused for 25 minutes, try a 15-, 10-, or even 5-minute pomodoro.

For most people, most of the time, the sweet spot will be in the 25-50 minute range for peak concentration with a 5-15 minute break. Try mixing your intervals based on your available energy, the type of work, and how much a task makes you want to bury your head in cute puppy videos on YouTube instead.

Get away from screens during breaks

Not all breaks are created equal. If your pomodoro work sessions happen on your computer, don't just switch over to Twitter or Instagram when the timer goes off. Give your eyes and brain a break from screens - that means your phone, too! Stand up, move around, stretch, go outside, do a mini meditation, grab a snack, and watch birds out the window. If you work from home, fold some clothes or clear off the kitchen table.

Whatever you do, your break will be much more mentally refreshing if you escape the glowing hypnosis of your computer or phone.

Use an app to enforce your pomodoros

Humans are fallible. No matter how motivated you are at the start of the day, it's really hard to actually stick to your pomodoros. Hold yourself accountable with a break reminder app.

The best ones let you customize how long your work sessions are, how obtrusive you want your reminders to be, and how strictly you want your breaks enforced. Some will lock you out of your computer for the duration of your breaks.

We recommend BreakTimer (for both Windows and Mac.)

How to pomodoro with Todoist

So you're convinced the Pomodoro Technique is the greatest thing since sliced bread. Now, it's time to put the method into action. Here's how to plan your pomodoros with Todoist:

Plan

At the start of each day (or the night before), review all your active projects and one-off tasks and schedule everything you want to accomplish for "Today."

Estimate how many pomodoros each task will take. Add tomato emojis to the end of the task name to indicate your pomodoro estimate.

Todoist Tip

Break anything bigger than four pomodoros down into smaller sub-tasks. For example, a project titled "redesign website" might need a more pomodoro-sized sub-task like "find 5 example websites as inspiration."

Now, when you open your Today view, you'll see your scheduled tasks and how many pomodoros each will take. Drag and drop your tasks to reflect the order in which you'll work on them.

If you have more than 12-14 pomodoros (remember that buffer!), postpone some of your tasks to the next day or later in the week. If you have 10 tasks you want to do in a day, you may find it helpful to schedule only half of the list and to assign an "@on_deck" label to indicate the tasks you'll get to if you have time.

Todoist Tip

Work

You'll start your day with a clear plan of what you'll work on during each pomodoro. You can use the timer on your phone, a physical Pomodoro timer, or any of the many digital alternatives like Pomodone which integrates with Todoist.

Once your timer starts, it must go off! Keep focused by adding any ideas or requests that come in as new tasks in your Todoist Inbox. When your timer runs out, you can review the list, schedule urgent tasks for a later pomodoro, and file away less urgent things for another day.

Repeat

Build your concentration muscle by making your pomodoro planning a daily routine. Add a task in Todoist for the same time each morning to remind yourself to plan out your pomodoros. Challenge yourself to hit a certain number of pomodoros each day, and take time at the end to reflect on what went well and how you could improve your focus in the future.

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The Pomodoro Technique - Why It Works & How To Do It

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The Pomodoro Technique is an attention remedy for perfectionists and procrastinators of all kinds. Work in focused intervals. Take a break. Repeat. Learn more..

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How to: Support people with ADHD at work - Lim

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According to a recent study, 96% of people surveyed living with ADHD in the UK said they are reluctant to bring up their diagnosis in the workplace. It is crucial that we make members of the team feel supported, as women and non-binary people in particular can mask symptoms and struggle at work, feeling their diagnosis puts them at a disadvantage. Most employers don’t have formal programmes in place but rely on general diversity and inclusion policies that may not fully address the specific needs of neurodiverse employees.

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Support for parents / carers / education providers to learn how to pastorally support girls who are or query autistic.

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4 times as many boys are diagnosed autistic as girls. This is not an accurate picture.

Frequently, for many reasons, girls are diagnosed later (on average up to 6 years later), missed or misdiagnosed, causing long term mental health problems with too many girls feeling too anxious to attend school as a result.

Currently the assessment tools used to screen for autism are male-centric. We want to see tools in place that reflect multiple presentations and needs so that no child's need goes unrecognised or unsupported. We are currently pilot-validating the Internal Presentation of Autism Checklist that sits within our white paper Autism, Girls and Keeping it All Inside , so expect that to change soon. Our survey had 1123 responses in a week, so there are many people who feel strongly about having screening tools which feel representative. Our vision is for a system that enables autistic girls to thrive, to feel understood and to achieve the best educational outcomes.

Our aim is to raise awareness of autism in girls and others who present in an internal way with health, social care and educational professionals and to bring change. Not only to the way that autistic girls are assessed and subsequently supported but to the narrative, with updated and positive terminology used to describe autistic traits.

Our private Facebook group supports both autistic girls and women and their extended families, but there are many more who need our help. We are now a registered charity, fundraising to enable us to both fund projects which offer face to face support and campaign for real change.

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We are a small registered charity working to support, educate, and bring change. Here you will find lots of resources.

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Autistic meltdowns are real, further information about how to support.

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Autistic Meltdowns In 3 Minutes | Autistic Meltdowns In A Nutshell

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This is a great resource about how to support various aspects of autism from food to supporting with meltdowns and breaking rules.

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AUTISTICTIC - AUTISM AND DISABILITY CONTENT WRITTEN BY AN AUTISTIC DISABLED PERSON

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Autistictic writes about autism, disability, and co-ocurring conditions as an adult autistic person. Learn about autism from first-hand experience!

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LiveScribe is a great option when making notes alongside recording discussions. The notebooks can be purchased via Amazon or other online stores or print out from the app. The pens are initially expensive approx. £100+ but it is not your ordinary pen! Please remember patient confidentiality when using the recording feature.

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W&M Studio for Teaching & Learning Innovation

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Part of the Chris Packham series, this video shares Flo’s experience of masking since she was a young girl. Watch her break free.

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I’m autistic – here’s why I decided to stop masking | BBC Ideas

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This is via NHS Dorset Hospital, a HCA's journey.

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The People Pod - Navigating Neurodiversity

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Listen to this episode from The People Pod on Spotify. It is estimated that 1 in 7 people have a neurodiverse condition. In our first episode we meet learning environment lead, Hannah Street, recruitment and retention midwife, Gemma Short and healthcare assistant, Rachael Relf as they tell us how neurodiversity has impacted their lives.

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The Diary of a CEO (DOAC) is a popular podcast facilitated by Steven Bartlett. He videos his podcasts which can be found on listening platforms such as Spotify or Amazon. This does show brain scans of those affected by ADHD.

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The ADHD Doctor: “I’ve Scanned 250,000 Brains” You (Steven Bartlett) Have ADHD!!! Dr Daniel Amen

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Access to work grants (UK). Get a free laptop & more if you are neurodivergent or have a disability

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British Dyslexia Association Guide for Employees

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A board with visual information about many aspects of neurodiverse conditions.

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Relevant to all neurodiverse conditions.

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Ten percent of the population are believed to be dyslexic, but it is still often poorly understood. With the right support, the strengths and talents of dyslexic people can really shine.

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Ten percent of the population are believed to be dyslexic, but it is still often poorly understood.

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This section looks at what stimming is and what can be done to help.

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SUSE - Scottish Union of Supported Employment

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The Scottish Union of Supported Employment

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How to use digital technology to support neurodivergent staff - SUSE - Scottish Union of Supported Employment

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Taking a person centred approach in your workplace and using technology in ways that support neurodivergent staff. This article offers an approach to finding out what technology supports each person…

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Assistive Technologies for Neurodiversity | ToHealth Wellness Webinars

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Difficulty with math concepts may be a sign of dyscalculia, a learning disorder that's easiest to treat during childhood.

Some learning disorders are more well known than others and therefore diagnosed earlier. A less talked about learning disorder called dyscalculia is when someone has trouble with basic math concepts.

Children and adults with learning disorders have the same intellectual capacity as their peers who do not have learning challenges. They can learn; they just learn differently. About 1 in 5 children in the United States has a learning or attention disorder.

Dyscalculia develops during childhood and is better treated the earlier it's caught. But sometimes, it's not diagnosed until adulthood.

Either way, there are treatments and resources available that help people with dyscalculia cope with and even overcome the condition.

Dyscalculia is a learning disorder where an individual has difficulty performing basic math. This includes:

counting

recognizing numerical patterns

recalling mathematical facts

It can affect men and women of all ages. One German study noted that of children, adolescents, and adults are diagnosed with dyscalculia.

Dyscalculia does not simply refer to making mistakes when doing calculations or inverting numbers. Those with the condition find it difficult to understand the core concepts all math is founded on, such as three of something being greater than two.

This learning disorder can not only make it challenging to succeed in an academic environment, but it can also impact everyday life.

A major sign of a specific learning disorder like dyscalculia is average or high performance in other subjects, such as reading but very low grades in math-based classes.

Here are several specific signs of dyscalculia that you can look for:

trouble processing numbers and measuring quantities, beginning in preschool

difficulty understanding the association between a number (e.g., 3) and the quantity it represents (e.g., 3 carrots)

trouble telling time on a clock

a hard time counting, comparing numbers or amounts

challenges with basic mathematical calculations

use of fingers to count beyond appropriate age and difficulty counting backward

trouble recognizing math symbols and what calculation they refer to

Many of these symptoms speak to a core lack of understanding of math concepts. People with dyscalculia can find it hard to remember the concepts, as well as when and how to apply them.

Symptoms in adults with dyscalculia look different than those in children. The condition can be marked by difficulty:

managing finances

performing simple money calculations

reading charts and graphs

grasping spatial awareness

This condition can lead to feelings of low self-esteem, anxiety, and depression.

In many cases, dyscalculia is a hereditary condition. Genetics play a major role in brain development and cognitive abilities.

"Dyscalculia is likely due to a combination of genetics and neurodevelopment. For example, learning disabilities often run in families, and a child with dyscalculia likely has a first-generation relative with the condition," says Nicole Arzt, LMFT, and consultant for Kim Saeed. "That said, there isn't much research on what specifically causes the condition."

More specifically, it involves unformed neural pathways or the left hemisphere of the brain, the side that controls numerical tasks and mathematical processing, not functioning properly.

Some researchers believe that dyscalculia is the result of early math instruction explaining concepts only as rules to follow and not delving into the logic behind them.

A reports a link between mathematical disabilities and other conditions, including:

The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) define dyscalculia as 'specific learning disorder with impairment in mathematics.' People may also call it a learning disorder or learning disability.

Children are typically diagnosed by late primary school, when classes are rigorous enough to make specific challenges more obvious. Primary doctors, learning specialists, and psychologists may be part of a diagnosis team for children.

A dyscalculia diagnosis involves analyzing mathematical performance by using standardized testing and clinical examination. On standardized tests designed for primary school age, children with dyscalculia typically perform below grade level.

Among 5-year-olds, there are certain skills (specifically, comprehension of quantity and being able to compare numbers and quantities, and counting) that can predict their ability to calculate and carry out numerical tasks. Working memory can also predict their calculation ability.

Adults will typically be diagnosed by a primary doctor and a psychologist.

Since dyscalculia is developmental, early interventions are most effective. You do not age out of a learning disorder.

Since dyscalculia affects everyone differently, all treatment methods for dyscalculia should be on a case-by-case basis. The specific areas of low mathematical performance should be targeted, and the intervention method can be designed accordingly.

After examining the child's skill level and coming up with the diagnosis, teachers can create an environment that is more suited to the child's needs. This includes eliminating distractions that could interfere with the learning process. In some cases, a child will receive one-on-one teaching during school hours and a tutor after school.

"People may benefit from special accommodations like supportive technology or counting tools," Artz explains. "Therapies like cognitive behavioral therapy (CBT) can promote relaxation and confidence, which can also help people with dyscalculia. Adults may benefit from assistive technology or specific tutoring in math."

While children with untreated dyscalculia will try to adapt to cope with their math difficulties, childhood developmental disorders can continue to have an impact in adulthood.

An adult with dyscalculia who has difficulty carrying out daily numerical tasks, may also experience anxiety and depression. Treatment plans often include therapy to improve mental health.

There is limited research to show the effectiveness of treating dyscalculia in adults, but support with coping strategies can still improve quality of life. The awareness that a diagnosis alone brings may boost adults' self-esteem.

Dyscalculia is a specific learning disability that makes it difficult to understand math concepts. It doesn't reflect on a child's or adults' intelligence whatsoever.

Symptoms include trouble measuring quantities, counting, and making connections between numbers and the quantity it represents. The condition is treatable with early diagnosis.

Most schools are required to support children with dyscalculia with an adaptive class that's designed to meet their developmental needs or an adjusted curriculum. A private tutor and psychologist can also help a child overcome this learning disorder.

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Dyscalculia: Symptoms, Causes, Diagnosis, and Treatment

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A learning disorder called dyscalculia is when someone has trouble with basic math concepts. No matter what age you're diagnosed, treatment is available.

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Until recently, dyscalculia was thought of as being an umbrella term for all maths learning difficulties but since 2019 that is no longer true as we now have a definition of dyscalculia which was developed by the British Dyslexia Association dyscalculia committee and was accepted by SASC (SpLD Assessment Standards Committee) who regulated assessment in 2019.
Find out more about dyscalculia
A full definition of dyscalculia

Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics. It will be unexpected in relation to age, level of education and experience and occurs across all ages and abilities.

Mathematics difficulties are best thought of as a continuum, not a distinct category, and they have many causal factors. Dyscalculia falls at one end of the spectrum and will be distinguishable from other maths issues due to the severity of difficulties with number sense, including subitising, symbolic and non-symbolic magnitude comparison, and ordering. It can occur singly but often co-occurs with other specific learning difficulties, mathematics anxiety and medical conditions.

What is significant about this definition is that it suggests that maths learning difficulties are a continuum with dyscalculia at the extreme end. In other words, lots of people may have maths learning difficulties which arise from other conditions such as dyslexia where key issues associated with dyslexia, like working memory, difficulties with information retrieval, processing speed, sequencing, will impact on maths learning. Likewise, difficulties with spatial awareness, lateral thinking, and visual perception, which are associated with dyspraxia, will also affect maths learning. And other important issues like maths anxiety, which is a very real condition and causes the brain to freeze, as well as environment and social issues such as school absence, stereotyping, culture, maths curriculum, and methodology of teaching can all impact.

People with dyscalculia may share all the above difficulties, but what makes them distinct is their lack of number sense which is a cognitive function associated with the left parietal sulcus and the frontal lobe. Humans and animals are born with a built-in sense of number for survival purposes.

The issue with the dyscalculia is being able to relate the digits in our numerical system with the magnitude or value of a number - so they have no meaning. In the same way that dyslexics have difficulties with matching sounds with graphemes or letters that directly impact on the development of reading and spelling, people with dyscalculia don't have a sense of number and its relationship with magnitude. They could not automatically answer the question, "Would it be sensible to pay £4000 on a pair of shoes or £48 on a small slice of Tesco cheddar?" The relationship or mapping of that number to its value does not develop naturally. It can of course be learned to some degree with much instruction.

In normal development, a sense of number will evolve so a small child may not know how much a pair of shoes should cost at age 4 but by the time they are 10 they might. Everyone is different of course and issues may be mild or severe. But because it has an aetiology, it can be inherited and run in families.

How can it be informally identified?

All young children start by counting in ones but then they learn to become more efficient and can count on from a given number and step count. They start to know if their answers are way off the mark, they develop a sensible sense of numbers and magnitude.

Children with dyscalculia hang on to immature counting systems - usually in ones - they cannot generalise, i.e. use mathematical information in another context, and basically do not have a sensible sense of what numbers are. They tend to learn by rote and procedure and some even go onto to achieve a GCSE so they can often do a calculation but cannot explain what they are doing. They are often better at algebra and geometry. Their difficulties are exclusive to maths and no other subjects.

Adults with dyscalculia tend to have difficulties with time and money, being able to plan their day with regard to travel times or how long a task should take. They may also struggle with budgets and costs.

How can it be diagnosed?

Guidelines for assessors are clearly outlined by SASC but unfortunately not everyone follows them. A good diagnosis of dyscalculia would include general ability assessment, domain general cognitive assessment such as working memory, processing speed and phonological processing, and domain-specific assessment for dyscalculia i.e. specific tests for number sense, symbolic and non-symbolic magnitude comparisons and fluency. It would also include attainment in numeracy with an error analysis as well as attainment in literacy.

Sometimes only attainment in numeracy without domain specific testing is assessed and this will not give an accurate diagnosis as some people score poorly on maths tests for other reasons and are misdiagnosed as dyscalculic, and sometimes people with dyscalculia score OK on maths tests because they have memorised procedures and are not diagnosed as dyscalculic. All assessors should have an APC (Assessment Practising Certificate). BDA, SASC and Patoss have lists of approved and registered assessors.

How can it be supported in children?

There are very specific ways of establishing a sense of number that include the use of concrete manipulatives such as Cuisenaire Rods, Diene's apparatus, dot patterns, Numicon. The child is taught to visually internalise what a number (rather than a digit) looks and feels like. The child learns to match digits or numerals with visual quantities and learns how numbers can be deconstructed to make other numbers or quantities and reconstructed; in much the same way the children with dyslexia are specifically taught to match letters to sounds and how to deconstruct and reconstruct words from letters and sounds. This takes away the fear of numbers and establishes a sense of what numbers mean. With these basic tools they will never become Einstein in maths, but they will know if they are being over charged and learn to cope in a world of numbers and money.

How can it be supported in adults?

Adults need to develop their own reference points. At a very basic level: a can of coke should not cost more than £1.50 [at the time of writing] right through to interest rates, salaries, pensions etc. They will probably need someone to help them establish these references and they may need to write them down. The main areas of difficulty are estimating traveling times and distances, household budgets, changing recipes, accounts, discounts (percentages), money and what is good value, measurements and using different types of measure, currency and conversions, ordering. The list is almost endless; we use maths every day.

What percentage of the population are dyscalculic?

As the definition is very new, the figures of people who have been properly assessed and diagnosed need to be collated. But it is estimated that about 3% of the population have dyscalculia. However, a great many more have maths learning difficulties. 60% of people with dyslexia for example will have maths learning difficulties. If 10% of the population have dyslexia that is about 5 million people and therefore 3 million have maths learning difficulties from dyslexia alone. A few of those may also have dyscalculia.

Maths anxiety is being increasingly recognised. Many people with dyscalculia have maths anxiety. This is not dissimilar to PTSD where a learned bad memory will trigger a subconscious reaction that closes down the higher thinking brain. Children as young as 6 are now being diagnosed with maths anxiety. We need to look carefully at how we teach maths in schools as apart from children with dyscalculia, all children are born as good mathematicians with a good sense of number.

Find out more about dyscalculia
Check your own numeracy level

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What is dyscalculia and how can it be spotted and supported in children and adults?

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Until recently, dyscalculia was thought of as being an umbrella term for all maths learning difficulties but since 2019 that is no longer true as we now have a definition of dyscalculia which was developed by the British Dyslexia Association dyscalculia committee and was accepted by SASC (SpLD Assessment Standards Committee) who regulated assessment in 2019.

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Behind the Mask: Autism for Women and Girls | Kate Kahle | TEDxAustinCollege

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A great series with NHSE, to see the webinar this can be done by the NHS Learning Hub (login required) Resource details (learninghub.nhs.uk) can be found in the NHS England North West RePAIR Hub (webinars).

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Jo Sullivan on behalf of HEE (now NHSE) exploring autistic student nurses in placement. This is relevant to any learner.

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Demystifying autism and overstimulation | Inside Our Autistic Minds

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Sensitivities to sights, sounds, smell, taste, touch, balance, awareness of body position and movement and internal body cues.

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Sensory issues are common in people with autism and are even included in the diagnostic criteria for autism spectrum disorder. Each autistic person is unique, and this includes their personal sensory sensitivities.

People with autism might have sensitivities to:

Autistic people can experience both hypersensitivity (over-responsiveness) and hyposensitivity (under-responsiveness) to a wide range of stimuli. Most people have a combination of both.

Many autistic people experience hypersensitivity to bright lights or certain light wavelengths (e.g., LED or fluorescent lights). Certain sounds, smells, textures and tastes can also be overwhelming. This can result in sensory avoidance - trying to get away from stimuli that most people can easily tune out. Sensory avoidance can look like pulling away from physical touch, covering the ears to avoid loud or unpredictable sounds, or avoiding certain kinds of clothing.

Hyposensitivity is also common. This can look like a constant need for movement; difficulty recognizing sensations like hunger, illness or pain; or attraction to loud noises, bright lights and vibrant colors. People who are hyposensitive may engage in sensory seekingto get more sensory input from the environment. For example, people with autism may stimulate their senses by making loud noises, touching people or objects, or rocking back and forth.

What do sensory issues feel like?

Having unique sensitivities to certain types of sensory input can create challenges in everyday situations like school, work or community settings. For someone who is hypersensitive, it can take a lot of effort to spend all day under LED or fluorescent lights, navigate a crowded space or process conversations in rooms with background noise. This can be incredibly physically and emotionally draining and can leave the person feeling too exhausted to do other important tasks.

Many autistic people use stimming as a form of sensory seeking to keep their sensory systems in balance. Repetitive movements, sounds, or fidgeting can help people with autism stay calm, relieve stress or block out uncomfortable sensory input.

However, constant movement can sometimes seem inappropriate or disruptive in certain settings (like the workplace), so autistic people often feel like they need to suppress their stimming. When this happens, it becomes more and more difficult to self-regulate, leading to sensory overload, exhaustion or burnout.

Sensory overload happens when an intense sensory stimulus overwhelms your ability to cope. This can be triggered by a single event, like an unexpected loud noise, or it can build up over time due to the effort it takes to cope with sensory sensitivities in daily life. Sensory overload can feel like intense anxiety, a need to escape the situation or difficulty communicating. When the brain has to put all of its resources into sensory processing, it can shut off other functions, like speech, decision making and information processing.

What do sensory issues look like?
Many people with autism show certain behaviors when they are experiencing a sensory issue:

Increased movement, such as jumping, spinning or crashing into things

Increased stimming, such as hand flapping, making repetitive noises or rocking back and forth

Talking faster and louder, or not talking at all

Covering ears or eyes

Difficulty recognizing internal sensations like hunger, pain or the need to use the bathroom

Refusing or insisting on certain foods or clothing items

Frequent chewing on non-food items

Frequent touching of others or playing rough

Difficulty communicating or responding as the brain shifts resources to deal with sensory input (shutdown)

Escalating, overwhelming emotions or need to escape a situation (meltdown)

A ccommodations for sensory issues

Understanding and accommodating sensory issues can ease discomfort and increase opportunities for autistic people to learn, socialize, communicate and participate in the community. Accommodations might mean modifying the environment, using tools and strategies, or creating new habits or routines. Since sensory needs depend the environment, accommodations may need to be adapted for each setting.

Examples of accommodations for hypersensitivity:

Using light covers, sunglasses or a hat under fluorescent lights

Wearing ear plugs or headphones in noisy environments

Working in spaces with a closed door or high walls

Avoiding strongly scented products

Choosing foods that avoid aversions to textures, temperatures or spices

Wearing soft, comfortable clothing

Adjusting schedules to avoid crowds

Examples of accommodations for hyposensitivity:

Visual supports for those who have difficulty processing spoken information

Using fidget toys, chewies and other sensory tools

Arranging furniture to provide safe, open spaces

Taking frequent movement breaks throughout the day

Eating foods with strong flavors or mixed textures

Weighted blankets, lap pads or clothing that provides deep pressure

Autistic people have the right to ask for reasonable accommodations at work and school. If you are the parent or support person of a child with autism, you can talk about sensory accommodations at school with their IEP team or consider a 504 plan.

Self-advocacy for sensory issues

If you are an autistic person, you may need to self-advocate for your sensory needs to be met. This starts with learning about your needs so you understand what works and what doesn't work for you. Then, you can make changes to your environment, try new tools or strategies, or change your routines to better meet your needs.

Our Self-Empowerment Roadmap can help you learn more about your needs so you can overcome your challenges. Keep in mind that it can take time and lots of trial and error to fully understand your needs and figure out what accommodations work best for you.

Once you understand the accommodations you need, you can work with your employer and support team to get those needs met. Our Employment Tool Kit will give you the tools you need to navigate these conversations and cope with sensory issues in the workplace.

You can also reach out to the Autism Response Team at help@autismspeaks.org to learn how to conduct a sensory scan and advocate for your needs at work.

What resources are there to help with sensory issues?

Learn how occupational therapy can help people with autism learn to better process sensory input in everyday environments.

Learn how feeding therapy can address aversions to tastes and food textures, as well as under- and over-sensitivities that can hamper chewing and swallowing.

Learn how speech therapy can use sensitivity-reducing and sensory-stimulating activities to improve speech, swallowing and related muscle movements.

Learn how cognitive behavioral therapy can help manage anxiety and gradually increase tolerance to overwhelming sensory experiences.

View Autism Speaks' Autism-Friendly Events Calendar for a list of sensory-friendly events in your area

Learn about sensory processing disorder and potential accommodations at work.

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Sensory issues often accompany autism. Examples of accommodations for hyper- and hyposensitivities. Additionally, therapies can help with sensory issues.

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A definition of autism with an overview of communication, behaviours and interests, and sensory processing differences needed for an autism diagnosis.

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What is Irlen syndrome?

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What is dyspraxia

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What is it like to be a female with autism.

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10 Traits of Autism in Women you might not know

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Apply with support from your line manager for equipment that will help you to perform in your job.

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Access to Work: get support if you have a disability or health condition

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Get help at work, including an Access to Work grant, if you have a disability or health condition - eligibility, how to apply.

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Topics include:

1. What is ADHD

2. Understanding how ADHD impacts me part 1

3. Understanding how ADHD impacts me part 2

4. Should I get a formal diagnosis of ADHD

5. ADHD and relationships

6. Managing low mood & anxiety with ADHD

7. ADHD in women

8. How hormones and menopause impact on women with ADHD

9. ADHD medication, self medicating & addition part 1

10. ADHD medication, self medicating & addition part 2

11. ADHD and executive functioning skills

12. Health lifestyle choices & strategies to manage ADHD successfully

13. Why thinking differently can be an advantage

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CANDDID, Cheshire and Wirral Partnership NHS Foundation Trust (CWP) and the ADHD Foundation have produced a series of informational videos 'Understanding and Managing ADHD' our topics include: Watch the videos using the drop down menus below:

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CANDDID, Cheshire and Wirral Partnership NHS Foundation Trust (CWP) and the ADHD Foundation have produced a series of informational videos 'Understanding and Managing ADHD' our topics include: Watch the videos using the drop down menus below:

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Things Everyone Should Know About Irlen Syndrome

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A great channel about living with ADHD on a daily basis.

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add adhd "attention deficit" focus "jessica mccabe"

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Have ADHD? Know someone with ADHD? Want to learn more? You're in the right place! Most weeks I post a new video with tips, tricks and insights into the ADHD brain. This channel is my ADHD toolbox -- a place to keep all the strategies I've learned about having and living with ADHD.

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A really good resource of short videos about understanding dyslexia for adults & children.

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Made by Dyslexia is a global charity led by successful dyslexics. Our purpose is to help the world properly understand, value and support dyslexia. We believe in the game-changing power of dyslexic thinking. After all, everything from the light bulb to the iPhone was invented by dyslexic thinkers.

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Dyslexia Awareness Part 1: Module 1 - About Dyslexia

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Autistic Spectrum Disorder

What is Autistic Spectrum Disorder/Condition (ASD/C)?

The broad continuum of autism is usually referred to as autistic spectrum disorder (ASD), or autistic spectrum condition (ASC). They are really the same thing, but we tend to refer to it as a condition because it is a different way of thinking and behaving, as well as a formally classified disorder according to international diagnostic classifications.

An autistic spectrum disorder is diagnosed as a result of observation of a collection of neuro-developmental traits that seem to appear and develop in childhood. Their causes are not fully understood, although it appears to be almost certain that genetic factors are involved.

The term 'spectrum' is used because, while all people with autism share two main areas of difficulty, their condition affects them in different ways and to different degrees.

What is commonly referred to as Asperger's Syndrome is also a condition on the autistic spectrum, but the label has been used less frequently by professionals in recent years, since it has been removed from the diagnostic manuals.

ASD is known as a neurodevelopmental condition and is very closely related to and can co-exist alongside other neurodevelopmental conditions, including Attention Deficit Hyperactivity Disorder (ADHD), dyslexia, dyspraxia, dyscalculia etc.

What is the prevalence of ASC?

According to government figures, autism is estimated to affect 1 in 100 people. However, the number of people identified with ASD appears to be rising, possibly reflecting increasing awareness and identification, rather than any change in the number of people affected. Seemingly, ASD affects more males than females, although this may be because of underdiagnosis in females; the ratio used to be quoted as 4:1 male:female, but the difference between male and female prevalence is narrowing.

Around half of people with autism also have a learning disability. Different people prefer different terminology and some autistic people prefer not to use the term 'high functioning', as functioning can mean very different things in different situations and can fluctuate with environments and demands.

What are the main symptoms of ASC?

People with ASD display traits in a number of areas:

Social interaction and social communication, which may include:

Difficulties imagining situations outside immediate or known events and behaviours

Differences in using and understanding body language, facial expressions, tone of voice

Difficulty with taking turns in a conversation

Difficulty recognising, understanding and expressing their own emotions, as well as understanding and predicting other people's behaviours or feelings

Not using tact and diplomacy

All of these features could make it more difficult to fit in socially.

Repetitive and restricted range of behaviour

Avoidance of change where possible

Adherence to rituals and routines

Unusual specific interests which may amount to obsessions

Engaging in repetitive actions or movements

Intense and highly focused interests, often from a fairly young age; these can change over time or be lifelong;

Autistic people can become experts in their special interests and often like to share their knowledge, which can come across as excessive;

They can become so engrossed in particular topics or activities that they neglect other aspects of their lives.

Over- or under-sensitivities to sensory stimuli such as:

Dislike of loud noises;

Dislike of bright lights;

Dislike of certain food or clothes textures;

A reduced threshold to pain.

Research has led to these features being brought together into the two domains of :

1. Social Interaction and Communication Deficits

2. Repetitive/Restricted Behaviours (incorporating unusually intense or narrow interests and difficulties adapting to change) and Sensory Sensitivities

People with autism lie on the intersection of these two dimensions, meaning that they have to show sufficient features in both groups of symptoms in order to fulfil the diagnostic criteria for ASD.

It is worth noting that everyone is somewhere on the continuum, some having more autistic traits than others, but it is the degree and pattern of impairment that leads to the identification of a 'disorder', as it is defined according to the diagnostic manuals.

Is an assessment for ASD helpful?

Understanding yourself better may be the most important reason to seek an evaluation. If it turns out that you meet the criteria for ASD, you will have gained a better understanding of what you do and why you do it. This translates, more directly, into greater awareness of your strengths and challenges, the problems you are likely to encounter, and the assets you have to deal with those problems.

Although there are several traits that are typically associated with ASD, each person is unique. ASD affects everyone differently and each individual with ASD has individual strengths and weaknesses, just like everyone else, and we all benefit from knowing these.

For many people, knowing they have ASD dispels their fear of being different. ASD is simply a different way of processing information, thinking and behaving, no better or worse than how neurotypical people behave. Knowing this often helps people to forgive themselves for the differences they have. A diagnosis heightens awareness of challenges and obstacles in a positive sense, reducing insecurities and negative self-esteem.

Contrary to what some believe, a diagnosis of ASD, more often than not, helps improve the quality of one's relationships. Many couples struggle with misunderstanding, miscommunication, confusion, resentment and other problems. Knowing what they are dealing with, as an outcome of an ASD diagnosis, helps improve the stresses and strains that build up when a couple doesn't understand what they are facing.

Many adults find that an ASD diagnosis provides a rational explanation for past behaviour that formerly appeared inexplicable. A diagnosis illuminates difficult experiences, such as difficulty understanding other people's thoughts, feelings and actions. It helps put into context the actions of other people, including those who have been key figures in one's development, such as parents, teachers and friends.

A diagnosis of ASD from a professional provides peace of mind and validation, not only for those who have suspected they were different, but also for friends, family members and others who suspected the same. By identifying the source of one's differences, the truth is revealed for all to believe. Doubt and uncertainty no longer rules.

Disadvantages of having an ASD diagnosis

In some circumstances it may be mandatory for you to disclose your medical records, which would include a formal diagnosis. There are a few careers where autism is taken into account and these include the armed forces. Whilst it may not preclude you from joining, you would need further assessment and ultimately this could exclude you. You can check with the employer for further information.

It may affect insurance premiums, such as health or travel insurance.

If you intend to migrate to another country in the future, it may make obtaining a visa more challenging.

Unfortunately, there is still stigma attached to autism. Whilst there has been a significant movement within the neurodivergent community to help support and educate people, there is still some way to go. Some people remain ignorant, and discrimination is still possible.

There is a risk of diagnostic overshadowing, i.e. if, in the future, you develop a comorbidity such as anxiety, rather than anxiety being treated, all symptoms might be misattributed to the autism diagnosis.

Autism assessments can take time and can be stressful for the person involved. They are often multilevel assessments and can involve various steps, some of which may feel uncomfortable.

Whilst a diagnosis may open up some sources of support, it does not necessarily mean that a person will receive much more than before they were officially diagnosed. It can be dependent on what is available locally and access may still require further steps and evaluations.

A person may feel anger at the fact that their diagnosis was missed for so long, that nobody else realised they were autistic and that they had been struggling with sensory and social experiences. This can be a difficult experience post diagnosis.

If you do not receive confirmation of the diagnosis that you have been seeking, this can be very challenging and upsetting for some people. You must consider how you will feel if you do not receive a diagnosis.

Sometimes people's sense of identity is affected negatively by a formal diagnosis of autism. Depression, confusion, loss of self-confidence, shame, anger and feelings of failure are some of the reactions that can occur. For most people these are understandable feelings and will hopefully ease with help, support and positive awareness and acceptance.

Who can make a diagnosis?

Diagnosing ASD requires considerable training and expertise as it may be difficult to distinguish from a mental illness or numerous other conditions, whose features may look similar. Primary Care clinicians such as GPs are generally not trained to diagnose children and adults with ASD, and hence specialised diagnostic services are required.

At Psychiatry-UK we have a number of psychiatrists, psychologists, nurses, and occupational therapists who specialise in this field.

Is ASC associated with any other conditions?

Many people with ASD also suffer from a number of coexisting mental and physical health disorders, the treatment of which may be complicated by this comorbidity. A number of psychosocial interventions can be used to target these conditions, for example, Cognitive-Behavioural Therapies have been used to treat depression, anxiety or OCD in individuals with ASD. When coexisting conditions such as depression, anxiety or ADHD are successfully treated, most people's ASD should become easier to manage.

Autism and ADHD

Although the main components of ADHD and ASD are different, they can share some of the same symptoms, which at times causes diagnostic challenges. People can be diagnosed with both, and it does appear that being diagnosed with either ASD or ADHD increases the likelihood of that person being diagnosed with the other. However, the two are separate conditions.

What is the treatment for ASD?

Following a diagnosis of ASD, there are a number of treatment options that will be recommended, all delivered by therapists with expertise in this condition:

A Psychosocial Needs Assessment will identify your specific needs around social interaction/communication/rigid behaviour/sensory sensitivities/daily living activities

Life skills coaching for ASD

Cognitive Behavioural Therapy for depression/anxiety/OCD

Family therapy

Parental coaching

Employment/education advice

However, many local areas unfortunately do not have such facilities for treatment under the NHS, given that they are still in the early stages of development. For this reason, we advise that you might like to check with the National Autistic Society for information about charities/other organisations with such services in your local area. Otherwise, accessing private services would be another option.

Please note that there are no specific medications for people with ASD, but rather for associated conditions (depression, anxiety, OCD, ADHD, alcohol or drug misuse)

I think I have ASD - Is it too late to have an assessment after a certain age?

It is never too late to get a diagnosis. A diagnosis can help increase understanding (yours and others'), and help you to work on any areas within your life that you find challenging. Learning about ASD, and understanding any potential problems you might be experiencing as a result of having the condition, can help you at any age and any stage in life.

What is the National Strategy for people with autism?

Several government and research papers, such as 'Fulfilling and Rewarding Lives' and 'Supporting People with Autism through Adulthood' set out aims in the following main areas:

Increasing understanding, awareness and facilitating diagnosis of ASD

Improving access for adults with ASD to the services and support they need to thrive within the community

Helping adults with ASD obtain work or study opportunities, by means of reasonable adjustments to the workplace or college/university.

Psychiatry-UK and ASD assessments

ASD assessments conducted by professionals at Psychiatry-UK involve filling in three ASD Pre-assessment Questionnaires as standard practice (RAADS, Self Report ASD Questionnaire and Informant Report ASD Questionnaire) in advance of the assessment, followed by an online interview or consultation, which will take one hour. In complex cases, when further exploration is necessary, an additional meeting can be arranged either with the patient, an informant, or both. In some cases, further tests might be recommended in order to elucidate the diagnosis. Any further meetings and tests will attract additional fees which the assessing Consultant psychiatrist will discuss, if relevant, at the end of the first consultation.

At Psychiatry-UK we have a large team of professionals offering ASD assessments. The team meets weekly to discuss cases and update on developments in the ASD field.

It is advisable that prior to asking for an ASD assessment you take an AQ10 screening test. If the score is lower than 6/10, the likelihood of a diagnosis of ASD is lower; therefore we do not recommend you have an assessment, unless you would like to have the diagnosis of ASD ruled out.

References, Further Reading and Websites

The National Strategy for Autistic People, Children and Young People 2021 to 2026 | Local Government Association

NHS England " National framework and operational guidance for autism assessment services 2023

The National Autistic Society: http://www.autism.org.uk

Tony Attwood: https://tonyattwood.com.au/

Work place adjustments:

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Autistic Spectrum Disorder - Psychiatry-UK

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Introduction

Definition of neurodiversity

Neurodiversity refers to the natural variation in human brain functioning, encompassing differences in how people perceive and process information, learn, and interact with others. Individuals who are neurodiverse may have conditions such as autism, ADHD, dyslexia, or other neurological differences that affect their cognitive and social functioning.

The importance of understanding neurodiversity

Understanding neurodiversity is crucial, as it allows us to recognize and value different perspectives and ways of thinking, and promotes inclusivity and acceptance in our communities. By recognizing and appreciating the strengths and challenges of neurodiverse individuals, we can create more accommodating and accessible environments, and ensure that everyone has the opportunity to thrive.

In this blog post, we'll explore the concept of neurodiversity, its importance, and the differences between neurodiverse individuals and neurotypicals. We'll also discuss common misconceptions about neurodiversity and the benefits of embracing neurodiversity in society. By the end of this comprehensive guide, we hope to provide you with a better understanding of neurodiversity and encourage you to celebrate and appreciate the diversity of human thinking.

What is neurodiversity?

Neurodiversity is a concept that recognizes and celebrates the natural variation in human brain functioning. It encompasses differences in how people perceive and process information, learn, and interact with others, and recognizes that these differences are a normal part of human diversity.

The concept of neurodiversity

The concept of neurodiversity was first introduced by Australian sociologist Judy Singer in the late 1990s. Singer proposed that instead of viewing neurological differences as a deviation from the norm, we should embrace them as a natural variation in human brain functioning, much like we celebrate diversity in other areas such as race, ethnicity, gender, and sexual orientation.

This view of neurodiversity challenges the traditional medical model, which tends to pathologize and stigmatize neurological differences as disorders or disabilities. Instead, the neurodiversity model recognizes that differences in neurological functioning can be both strengths and challenges, and that individuals who are neurodiverse have unique perspectives and talents that should be valued and appreciated.

How neurodiversity is a natural variation in human brain functioning

Neurodiversity is a natural variation in human brain functioning that results from a complex interplay of genetic, environmental, and developmental factors. Differences in brain structure, connectivity, and neurotransmitter function can affect how individuals process and respond to information, perceive and interact with the world around them, and regulate their emotions and behaviors.

Some examples of neurodivergent conditions that fall under the umbrella of neurodiversity include autism spectrum disorder (ASD), ADHD, dyslexia others. While these conditions can involve challenges in areas such as communication, they can also confer strengths such as creativity, attention to detail, and unique problem-solving abilities.

Overall, recognizing and embracing neurodiversity as a natural variation in human brain functioning is crucial for promoting inclusivity and acceptance in our communities. By valuing and celebrating the diversity of human thinking, we can create more accommodating and accessible environments that allow everyone to thrive.

Click HERE to find out how you can start your diagnostic journey

Neurodiverse individuals vs neurotypicals

Neurodiversity encompasses a wide range of conditions, often characterized by differences in cognitive functioning, sensory perception, social interaction, and communication.

Characteristics and traits of neurodiverse individuals

While there is significant variability among neurodiverse individuals, some common characteristics and traits include:

Atypical sensory processing, such as hypersensitivity to light or sound, or difficulty filtering out background noise

Difficulty with social communication and interaction, including understanding social cues, making eye contact, and engaging in reciprocal conversation

Strong interests or passions in specific topics or activities

Executive functioning challenges, such as difficulty with organization, planning, and time management

Atypical movement patterns or repetitive behaviors, such as hand-flapping or pacing

How neurodiverse individuals differ from neurotypicals

Neurodiverse individuals may process information differently than neurotypicals and have unique strengths and challenges. For example:

Neurodiverse individuals may excel at tasks that require attention to detail, pattern recognition, or creativity

Neurodiverse individuals may struggle with tasks that require social skills, working memory, or executive functioning

Neurodiverse individuals may have a different way of experiencing and processing the world, leading to unique perspectives and ways of thinking

It is important to note that these differences are not deficits, but rather natural variations in human brain functioning.

The strengths and challenges of being neurodiverse

Neurodiverse individuals may face challenges in navigating a world designed for neurotypicals, but they also bring valuable strengths to the table. For example:

Neurodiverse individuals may have a unique way of problem-solving or approaching tasks that can lead to innovative solutions

Neurodiverse individuals may bring diverse perspectives and insights to group settings, leading to greater creativity and collaboration

Neurodiverse individuals may have intense interests and passions that can lead to expertise in specific areas

At the same time, neurodiverse individuals may face challenges related to stigma, discrimination, and access to resources and accommodations. Recognizing and valuing neurodiversity can help to create a more inclusive and equitable society for all individuals.

Stigma and misconceptions associated with neurodiversity

Neurodiverse individuals often face stigma and discrimination due to misconceptions and stereotypes surrounding their condition. By understanding and breaking down these misconceptions, we can create a more inclusive and accepting society.

The stigma associated with being neurodiverse

Despite efforts to promote inclusivity and acceptance, many neurodiverse individuals still face stigmatization and discrimination. This stigma can manifest in a number of ways, including negative attitudes, assumptions, and behaviors towards neurodiverse individuals.

Autistic individuals, for instance, may be subjected to stereotypes that are inaccurate and do not reflect the true diversity of the autism spectrum. For example, some people may assume that all autistic individuals are non-verbal, lack empathy, or have extraordinary abilities in certain areas.

Furthermore, the stigma associated with neurodiversity can create barriers to accessing education, healthcare, and employment, limiting opportunities for neurodiverse individuals to reach their full potential.

Common misconceptions about neurodiversity

Some common misconceptions about neurodiversity can include equating neurodiversity with intellectual disability. While some neurodiverse individuals may also have an intellectual disability, this is not always the case. In fact, some neurodiverse individuals may have exceptional cognitive abilities in certain areas.

Another common misconception is that all neurodiverse individuals have the same characteristics. However, neurodiversity encompasses a wide range of conditions and traits and so it is important to avoid making assumptions based on stereotypes or generalizations.

A third misconception is believing that neurodiverse individuals cannot lead successful lives, whether it's in terms of education, employment, or relationships. However, this is simply not true. Many neurodiverse individuals have gone on to achieve great things in various fields, and with the right support and accommodations, they can thrive in their personal and professional lives.

Click HERE to find out how you can start your diagnostic journey

The Connection between Neurodiversity and Autism

Autism is a neurodevelopmental condition that is often included within the concept of neurodiversity. Individuals with autism have unique patterns of thinking, feeling, and behaving that differ from the neurotypical population. Autism is a spectrum condition, which means that individuals with autism can experience a wide range of symptoms and severity.

The inclusion of autism within the concept of neurodiversity highlights the importance of valuing and accepting differences in neurodevelopmental functioning. It also emphasizes the need for accommodations and support to ensure that individuals with autism can participate fully in society and reach their full potential.

However, it is important to note that not all individuals who are neurodiverse have autism, and not all individuals with autism consider themselves to be part of the neurodiversity movement. Each individual's experience is unique, and it is important to respect their autonomy and choices.

​​The benefits of embracing neurodiversity

Neurodiversity is not only a concept that promotes inclusivity, but it is also valuable for society as a whole. Embracing neurodiversity can have numerous benefits, especially in fields where different ways of thinking can lead to innovative solutions.

One of the main advantages of neurodiversity is the potential for increased creativity and problem-solving skills. Neurodiverse individuals often have unique perspectives and are able to think outside the box. These different ways of thinking can lead to innovative ideas and solutions that may not have been discovered otherwise.

Ways to promote neurodiversity in the workplace and society

In the workplace, promoting neurodiversity can also lead to a more productive and efficient environment. Companies that value and accommodate neurodiverse individuals can reap the benefits of their strengths and skills.

There are several ways to promote neurodiversity in the workplace and society. One approach is to provide accommodations such as flexible work schedules, noise-canceling headphones, or the option to work remotely. Additionally, companies can create neurodiversity-focused hiring initiatives and provide training for managers and colleagues to better understand and support neurodiverse individuals.

Embracing neurodiversity is not only the right thing to do, but it also has many benefits for society as a whole. By recognizing and valuing the unique strengths of neurodiverse individuals, we can promote innovation, increase productivity, and create a more inclusive and accepting society.

In summary

Neurodiversity is a concept that recognizes the natural variation in human brain functioning, including conditions like autism, ADHD, and dyslexia. It emphasizes the value of different ways of thinking and challenges the stigma and misconceptions associated with neurodiverse individuals. By understanding and embracing neurodiversity, we can promote inclusivity and create a more innovative and productive society.
It's time to celebrate and embrace our differences, and work towards a world that values and supports neurodiverse individuals.
Click HERE to find out how you can start your diagnostic journey

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Understanding Neurodiversity: What is it and why is it important? - Connect To Autism

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In this blog post, we'll explore the concept of neurodiversity, its importance, and the differences between neurodiverse individuals and neurotypicals.

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ADHD is a neurodevelopmental condition; that is to say, its symptoms, and associated behaviours and traits are the result of a person's brain developing differently during the key stages of development before they were born or as a very young child. This differs from mental illness, which refers to patterns of behaviour where a person experiences a 'state of mind' that is different from their 'normal self'.

With neurodevelopmental conditions, there is no bona fide 'normal' state of mind to compare to, making treatment more difficult as it is hard to determine when someone is treated. The goal of ADHD treatment is to ensure that people with ADHD can reach their full potential.

Causes of neurodevelopmental conditions include:

Genetics

Trauma at birth

Infectious disease

Immune disorders

Nutritional factors

Physical trauma

It is becoming increasingly recognised that, along with ADHD, a person may experience symptoms of other neurodevelopmental conditions such as autism, Asperger's, Tourette's syndrome, Obsessive Compulsive Disorder (OCD), dyslexia, and dyspraxia.

Approximately 1 in 2 people with ADHD have dyslexia

Approximately 1 in 2 people with ADHD have dyspraxia

9 in 10 people with Tourette's have ADHD

2 in 3 people with ADHD have autistic spectrum traits, and people with ADHD are 8-fold more likely to meet full criteria for an autistic spectrum diagnosis

While it is common for neurodevelopmental conditions to occur with co-occurring mental health conditions, (eg. ADHD + bipolar), due to poor awareness it is also common for neurodevelopmental conditions to be misdiagnosed as mental illness. ADHD may also co-occur with physical health conditions, such as Ehlers-Danlos Syndrome (EDS, also sometimes referred to under the umbrella of "hypermobility" although not all EDS patients are hypermobile), Mast Cell Activation Syndrome, and coeliac disease.

What is neurodiversity?

Neurodiversity is a term that refers to the natural differences between people and was coined in the late 1990's by Australian sociologist Judy Singer. It can be compared to terms such as race, culture, class and gender and is useful to describe people with varying characteristics and behaviours of neurodevelopmental conditions alongside the "neurotypical" majority in a non-prejudiced way.

Learning about neurodiversity can help you move the focus from impairments towards everyone's different abilities.

It is thought that up to 15% of the population are thought to be neurodiverse. The remaining majority are neurotypical.

Diagram created by Mary Colley & Joseph Aquilina
NeuroKnowHow.com

~8% of people in the UK are thought to have ADHD.

~10% of people in the UK are thought to have dyslexia.

~8% of people in the UK are thought to have dyspraxia.

~6% of people in the UK are thought to have dyscalculia.

~1% of people in the UK are thought to have an autistic spectrum condition.

~1% of people in the UK are thought to have Tourette's syndrome.

It is thought that as research develops, certain mental health conditions such as psychopathy, some personality disorders and schizophrenic conditions will come to be re-interpreted as having been diagnosed both in people who experience symptoms due to poor mental health and people who are experiencing neurodiversity and require different approaches to care.

An additional ~3% of the population are known to have generalised intellectual disability.

Some people believe that being generally intellectually gifted might be a form of neurodiversity, citing rare conditions like savant syndrome and hyperthymesia (highly superior autobiographical memory) as extreme examples of neurodiverse giftedness.

Many aspects of society are based on the assumption that there is one form of 'the human mind' and accordingly, many systems (education, employment, health and social services, social relationships) have been built up premised on being neurotypical. Building a society that is accessible for neurodiverse people is not only beneficial for everyone, but fair.

ADHD Aware provides training services, for more information, see our page on workplace neurodiversity training.

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Neurodevelopmental Conditions ADHD is a neurodevelopmental condition; that is to say, its symptoms, and associated behaviours and traits are the result of a person's brain developing differently during the key stages of development before they were born or as a very young child. This differs from mental illness, which refers to patterns of behaviour where...

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Suffolk SENDIASS (Special Educational Needs and Disabilities Information Advice and Support Service) is a confidential and impartial information, advice and support service on issues related to Special Educational Needs and Disability (SEND). It is free, easy to access and confidential. We can help children, parents and young people take part in decisions that affect their lives.

We offer information, advice and support to:

Children and young people (up to 25 years) with SEND

Parents and carers of children with SEND

Practitioners (who might support children, young people or parents to access our service)

Download our:

service leaflet for parents and carers (PDF)

service leaflet for children and young people (PDF)

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Welcome to Suffolk SENDIASS Suffolk SENDIASS (Special Educational Needs and Disabilities Information Advice and Support Service) is a confidential and impartial information, advice and support service on issues related to Special Educational Needs and Disability (SEND). It is free, easy to access and confidential.

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National Institute of Mental Health (NIMH)

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What is ADHD?

Attention-deficit/hyperactivity disorder (ADHD) is marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. People with ADHD experience an ongoing pattern of the following types of symptoms:

Inattention means a person may have difficulty staying on task, sustaining focus, and staying organized, and these problems are not due to defiance or lack of comprehension.

Hyperactivity means a person may seem to move about constantly, including in situations when it is not appropriate, or excessively fidgets, taps, or talks. In adults, hyperactivity may mean extreme restlessness or talking too much.

Impulsivity means a person may act without thinking or have difficulty with self-control. Impulsivity could also include a desire for immediate rewards or the inability to delay gratification. An impulsive person may interrupt others or make important decisions without considering long-term consequences.

What are the signs and symptoms of ADHD?

What are the risk factors of ADHD?

How is ADHD treated?

How can I find a clinical trial for ADHD?

Where can I learn more about ADHD?

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Learn about attention-deficit/hyperactivity disorder, including signs and symptoms, risk factors, treatments, and tips for staying organized with ADHD.

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This information is for adults with attention deficit hyperactivity disorder (ADHD), adults who think they might have ADHD and the people who know and support them.

It looks at:

what ADHD is

the challenges and strengths people with ADHD can have

the causes of ADHD

how to get help and treatment if you are struggling

how to support yourself or someone you know.

Disclaimer

This leaflet provides information, not advice.

The content in this leaflet is provided for general information only. It is not intended to, and does not, mount to advice which you should rely on. It is not in any way an alternative to specific advice.

You must therefore obtain the relevant professional or specialist advice before taking, or refraining from, any action based on the information in this leaflet.

If you have questions about any medical matter, you should consult your doctor or other professional healthcare provider without delay.

If you think you are experiencing any medical condition you should seek immediate medical attention from a doctor or other professional healthcare provider.

Although we make reasonable efforts to compile accurate information in our leaflets and to update the information in our leaflets, we make no representations, warranties or guarantees, whether express or implied, that the content in this leaflet is accurate, complete or up to date.

Attention deficit hyperactivity disorder (ADHD) is a diagnosis given to people who have challenges with:

inattention - finding it hard to concentrate

hyperactivity - feeling restless and struggling to sit still

impulsivity - saying or doing things without thinking about the consequences first.

Most people experience these challenges at some point in their lives, or in certain situations. For example, someone might struggle to concentrate the following day if they've had a bad night's sleep.

However, for people with ADHD, these challenges usually begin in childhood and for most people they continue as they grow up, though they may change or improve. These challenges will also affect someone in many areas of their life.

"For me, reading a book can feel like a carousel ride with the book held by someone in the crowd. Tasks can feel like a car journey where my impatient self is in control of the pedals, but my curious self is holding the wheel." - A person with ADHD

ADHD is a 'neurodevelopmental disorder'. These are disorders that can affect lots of different brain functions, including learning, communication, movement, emotions and attention.

Neurodevelopmental disorders start in childhood and for many people are life-long. This means that they can't be 'cured'. Instead, people with neurodevelopmental disorders can benefit from support and changes to their environment.

People who have one neurodevelopmental disorder are more likely to have another one, such as:

autism spectrum disorder

coordination difficulties

speech, language and communication disorders

Tourette's syndrome

dyslexia

dyscalculia.

If someone has ADHD that isn't recognised or treated properly, this can negatively affect their mental and physical wellbeing.

People with ADHD are frequently diagnosed with other mental and physical health conditions. This can make it difficult to recognise underlying ADHD.

ADHD affects about 3 to 4 in every 100 adults. People with ADHD can be of any background, but ADHD is more common in people who have:

a sibling or close family member with ADHD

epilepsy

other neurodevelopmental conditions, learning disabilities or learning difficulties

mental illnesses

a history of alcohol or drug misuse

been involved in the criminal justice system

an acquired brain injury

been in care

Or who were:

born prematurely

diagnosed with 'oppositional defiant disorder' or 'conduct disorder' as children

thought to have a mental illness like anxiety or depression as children.

Is there a gender difference in ADHD?

ADHD is more commonly diagnosed in boys than in girls. However, in adults the diagnosis of ADHD in men and women is more equal. This might be because, as children, boys are more likely to show hyperactive and impulsive symptoms, which are more noticeable.

When it comes to diagnosis, girls and women might be more likely to:

have undiagnosed ADHD

not be referred for assessment for ADHD

receive an incorrect diagnosis of another mental health or neurodevelopmental condition.

Below is a list of the core symptoms of ADHD. For someone to be diagnosed with ADHD, these symptoms need to cause significant difficulties in at least two areas of daily life. For example, home, education or employment, relationships and housing.

There are lots of other experiences that people with ADHD report having that might not be covered here. We have included examples that cover a broad range of ages, from young people who are still in education, to people who are in the workplace.

Inattention

Hyperactivity and impulsivity

Lack of attention to detail

Fidgeting or tapping hands or feet, squirming in seat

Struggling to focus on tasks or activities

Leaving your seat in situations when remaining seated is expected

Struggling to listen when spoken to directly

Feeling restless and having a lot of energy

Not following instructions, and failing to finish work, chores or other duties

Difficulties playing or taking part in leisure activities quietly

Trouble organising tasks and activities

Talking excessively

Avoiding or disliking tasks that require mental effort over a long period of time (such as schoolwork, homework or housework)

Blurting out an answer before a question has been completed

Losing important things (e.g. school materials, pencils, books, tools, wallets, keys, paperwork, glasses, mobiles)

Struggling to wait your turn

Getting easily distracted

Interrupting or intruding on others

Being forgetful

Making mistakes at school or work, or in other activities

Not all of these symptoms will be obvious to others. People with ADHD will often develop ways to hide their symptoms, and doing so can be very exhausting and negatively affect their mental health.

Strengths of ADHD

It can be helpful to think of ADHD not just as a deficit or disorder but as a 'difference'. Some people view some aspects of their ADHD as strengths in certain situations or environments:

Hyperfocus - Some people with ADHD find that they can 'hyper-focus' on things they are interested in. This can mean they are very knowledgeable about certain topics, or very productive when they are feeling motivated and passionate about something.

Responding to a crisis - Other people with ADHD find that they perform better in a crisis when the situation demands their full attention.

Creativity - A tendency to get distracted can mean that someone with ADHD explores alternative and creative approaches to problems.

Some people with ADHD can use these traits to their advantage. Other people might need supportive structures to build on these strengths.

"I got fed up of being kept told I'm disruptive, I'm rude, I always interrupt. And not the fact that I was eager. I was keen. I was excited. One teacher I remember who was fantastic in my high school, she would say I love your eagerness, but just hold on for five minutes. It made me feel good." - Hameed

Friends and family might notice signs of ADHD in someone they know. The Canadian ADHD Resource Alliance (CADDRA) has a helpful list that might indicate someone you know has unsupported ADHD:

Problems organising. For example, poor time management, missed appointments, frequent late and unfinished projects

Erratic work or academic performance

Anger management problems

Family or marriage problems

Lack of routine. For example, poor sleeping patterns

Difficulty managing finances

Addictive behaviours like substance use, compulsive shopping or gambling

Frequent accidents either through recklessness or inattention

Problems with driving, such as speeding tickets, serious accidents, or losing their license

Having to reduce their work load, or having difficulty completing assignments in education

Low self-esteem or chronic under-achievement.

People who have a direct relative who has ADHD are also more likely to have ADHD themselves.

"I celebrate my brain as much as I struggle with it. The balance here, for me, is important. This has taken me years, but I can recognise strengths in myself because of my neurotype. I won't be reduced to 'deficits'. My difference is MY experience to own." - Clare

In recent years, ADHD services across the UK have seen an increase in the number of referrals. There are lots of possible reasons for this, including:

more widespread awareness of ADHD amongst the general public and healthcare professionals

the COVID-19 pandemic, which has meant that working and educational environments have changed. This may have made ADHD behaviours more noticeable.

More people being referred for ADHD assessments is a positive thing, because it means that those who do have ADHD can receive the support they need. Those who find out that they don't have ADHD, but have related support needs, can also get help.

Some people incorrectly say that ADHD is 'fashionable' or 'made up'. In fact, the first description by a doctor of a disorder resembling ADHD was in the 18 th century. The name of the disorder has changed over time but the same challenges are described that we recognise as ADHD today.

There is agreement between health care professionals and scientists around the world that ADHD is a valid diagnosis. There are clear guidelines describing how ADHD is diagnosed, and how it should be assessed, supported and treated.

In childhood

ADHD can start to show itself at an early age, and is often first noticed when someone is at school. However, some people might not experience challenges until adulthood, or these challenges might not be noticed until they are much older.

Although people with ADHD share common, 'typical' symptoms, ADHD can look different from person to person. What ADHD looks like can depend on a person's:

background

personality

fit with their environment

level of support and structure

positive and negative life experiences

stage of life.

Hyperactive and impulsive symptoms tend to be more common in childhood and be less of a challenge for some people over time. Inattentive symptoms tend to become more of an issue in teenage years and adulthood.

Growing up

Usually, as young people grow up, they experience more challenges and receive less support. For example, if someone has lived at home and had lots of support, their ADHD might not cause them problems until they move out of home.

Young adults with ADHD often face new challenges, such as:

work or education

living independently

relationships

finances.

In adulthood

Throughout life, new challenges like parenthood might further increase a person's overall level of stress. This can mean that their ADHD causes more challenges as they get older.

As the overall level of demand and stress increases, people with ADHD are more likely to struggle to keep up. When this happens, they can become overwhelmed and unwell. This can be avoided through appropriate support. You can find out more about this in the section on support further on in this resource.

"I was told just yesterday by my GP... and she's referred me for confirmation. I'm processing the feelings about it right now. I'm 38 - it's been missed throughout my entire life. I could never vocalise how I felt until now." Rachael

For most people with ADHD, the condition is caused by a combination of genetic and environmental factors.

Genetics - The genetic factors that lead to someone developing ADHD are generally made up of lots of small genetic differences rather one single gene.

Environmental factors - environmental factors can include things like:

difficulties when you were in the womb

birth complications

exposure to toxins

nutritional deficiencies

brain injury.

Studies have shown that the genetic and environmental factors leading to ADHD are also found in other common mental and physical health conditions.

Research has shown that other mental and physical health conditions are more common in people with ADHD. These include:

anxiety

depression

bipolar disorder

substance use disorders

obesity

disordered eating

allergies

asthma

sleep disorders

diabetes

autoimmune disorders, e.g. arthritis, psoriasis

joint hypermobility.

If you think you have ADHD and it is having a negative effect on your life, speak to your GP, who will be able to refer you to the most appropriate service for you. This is often a Community Mental Health Service or a specialised Neurodevelopmental Service.

Unfortunately, we know that some people struggle to be referred for an ADHD assessment. This might be because of a lack of knowledge about adult ADHD, or because their challenges are thought to be caused by something else. For example, some people are diagnosed with a mental health problem like anxiety, depression or a substance use disorder, when this only explains part of their difficulties. When this happens, underlying ADHD can be missed.

We also know that waiting lists for assessments can be very long, which means some people have to wait a long time for a diagnosis. How long you have to wait might depend on where you live.

You might have used a questionnaire or quiz to find out whether you have ADHD. Questionnaires can help with the assessment process but ADHD can only be accurately diagnosed with:

a comprehensive interview

a consultation-based assessment

NICE (the National Institute for Health and Care Excellence) have guidelines for diagnosing ADHD. Regardless of where you are in the country, your assessment should follow these guidelines.

A thorough assessment report would include, at least, all of the following:

the role, qualifications, and experience of the person assessing you

discussion of your ADHD symptoms and whether these meet the criteria for a diagnosis. This is usually supported by structured assessment tools and questionnaires

a full review of your mental health

information about your childhood, development, schooling, and your ability to function in areas of daily living

reviewing any physical health problems

information about you from others who know you, especially how you were as a child, if available.

Private assessments

In addition to NHS services there are many providers who offer ADHD assessments privately.

If you have an assessment elsewhere, specialist NHS Adult ADHD services will check that your report includes all of the detail above before accepting you into the NHS service. This is because prescribers of ADHD medication need to ensure that they have all information required to prescribe safely, and for the right condition.

For this reason, before getting an assessment from an alternative provider you should make sure that it will be accepted by your local NHS service.

After getting a diagnosis of ADHD, you might go through an adjustment period. You might experience different emotions, including:

Relief at getting an explanation for some of your difficulties, and finding out that you aren't alone. You might also feel relief at knowing that you aren't 'lazy', 'unwilling', 'messy' or any other labels you might have been given in the past.

Frustration over the fact that the condition was not diagnosed and treated sooner. You might even feel anger towards your parents, or education and health providers who didn't notice it earlier.

Sadness over missed opportunities and the impact untreated ADHD has had on your life, and the lives of the people you know.

If you have been diagnosed with ADHD, this diagnosis might become an important part of how you see yourself. It can be hard to get the balance right between:

seeing yourself as someone whose life is affected in many ways by ADHD

not seeing ADHD as being the most important thing about you.

A solution-focused approach, which looks at what is difficult in your life, and what can be done to make things less difficult, can help with this balance.

"I'm in an emotional rollercoaster at the moment. I wish it had been noticed sooner. I only considered it after listening to lived experience rather than stigmatised stereotype." - Rachael

After diagnosis

If you have received a diagnosis of ADHD, the person who assessed you should talk with you about:

how ADHD affects you

your goals

things that have been helpful to you in the past

any other conditions you have and whether they could affect your ADHD.

They should also refer you to any services or information that might be helpful.

Before starting medical treatment

Before starting treatment, the person who assessed you should talk to you about:

environmental modifications at home, work and in education

helpful lifestyle changes

benefits and side effects of treatment

your preferences for treatment

any concerns you have.

Something that can make the biggest difference is being around people who understand ADHD, and being in environments that bring out the best in you. This could mean being offered reasonable adjustments at work, or an Occupational Therapist helping you to develop a successful home routine.

We explore these things in more detail below, but remember that environmental modification can be one of the most important parts of the support you get for ADHD.

It is important to remember that there isn't one solution that will make all ADHD symptoms go away. As you read through this information, it might be helpful to think about how your symptoms effect different areas of your life.

"Whilst ADHD can be extremely difficult to manage, with help I have been able to learn about my tendency to get very absorbed in activities I love and to use this in a constructive way." - James

Understanding your ADHD

Peer support groups

Peer support groups provide free or low-cost services where people with ADHD can listen and share experiences, advice, strategies and tips. They are also an opportunity to socialise. Group meetings may be online or face-to-face. The availability and quality of peer support groups will vary, depending on where you live.

Online information

Learning more about a health condition can be useful, and a lot of information about ADHD can be found online. It is important to remember that the quality of online information varies. Unfortunately, online information can be inaccurate, misleading or even false. We have included some helpful websites at the end of this resource.

Occupational Therapy (OT)

Occupational Therapists can work with people with ADHD to help them to:

organise their physical and social environment

develop effective time management skills

develop effective planning schedules to help meet job requirements

develop the discipline to stick to planned activities despite distractions while also remaining flexible to changes.

The aim of occupational therapy is to help people to live as independently as possible and to participate in meaningful activities.

You might be able to get a referral for free occupational therapy from the NHS or social services. This will depend on your circumstances. You might also choose to pay for an independent occupational therapist. The Royal College of Occupational Therapists has a list of qualified and registered occupational therapists.

"If I had known that people with ADHD start a lot of things and don't finish them... that was definitely me. And if I had known it was because of ADHD I would have been more cautious about doing things on impulse without thinking." - Hameed

Employment and education

Reasonable adjustments

Under the Equality Act 2010, employers, colleges and universities must make 'reasonable adjustments' so that people with protected characteristics are not put at a substantial disadvantage. These protected characteristics include disability, which covers ADHD. You can find out more about disability and the law on the government website.

The kind of reasonable adjustments someone with ADHD will get depends upon:

how their condition affects them

practicality

the size of the organisation

availability of money and resources

whether the adjustment would overcome the disadvantage you experience.

Some examples of reasonable adjustments include:

providing a desk in a quiet area of the office

giving written instructions as well as verbal

delegating work when appropriate

helping with structuring tasks.

The Association of Graduate Careers Advisory Service offers more examples.

Access to Work

Access to Work is a service provided by the Department for Work and Pensions. It can offer practical and financial support to people with disabilities. It is available to people who are employed, self-employed, or looking for employment.

It is only available to people who need support or adaptations beyond the 'reasonable adjustments' which employers are legally required to provide. For example, Access to Work may help pay for a job coach or providing additional training.

More information about eligibility and the application process is available on the UK Government's website.

Psychological therapies

Some psychological therapies can help you to manage the symptoms of ADHD. These include:

You can find out more about therapies that can be helpful in ADHD on the NHS website.

When you are looking for a therapist, find out if they are knowledgeable about ADHD, or are willing to learn. This will help you to get supportive, positive care. It is also important because some of the challenges that come with ADHD could impact your therapy. For example, forgetfulness could mean that you miss or are late to an appointment, or you might struggle to work on set tasks outside of appointments.

Find a talking therapy service near you on the NHS website.

Cognitive behavioural therapy (CBT)

CBT is a structured programme of therapy that helps people identify unhelpful thought patterns and develop techniques for overcoming them.

If you have ADHD, CBT can help you with:

organisational and time management skills

emotional regulation and control

developing empathy and understanding perspectives of others

strategies for improving attention and impulsivity management.

In ADHD, CBT tends to be most effective when it is combined with medication.

Coaching and mentoring

Coaches or mentors can help with building daily life skills such as time management, and making environmental modifications. There are coaches who specialise in helping people with ADHD.

It is important to remember, however, that coaching and mentoring are self-regulated professions without regulatory legal standards. Coaching and mentoring services vary in quality and expertise.

Medication

If you have tried environmental modifications and are still struggling, you might find medication helpful.

Before starting medication, the person treating you should check your mental and physical health. They should inform you about the risks associated with taking stimulant medications if you have any other health conditions, and should support you to monitor yourself for any side-effects. Once you are taking a medication that is working for you, it should be reviewed at least once a year.

There are several different medications available for treating ADHD. These fall into two groups:
Stimulant medications:

methylphenidate

dexamfetamine

Stimulant medications increase the availability of the neurotransmitters Dopamine and Noradrenaline in areas of the brain that help to control attention and behaviour. There is good evidence for using stimulants to treat ADHD, and in most people they are effective, safe, and well tolerated. You will usually be able to tell quickly if they are helpful or not.

The medication needs to be built up gradually to minimise any side-effects and to find the right dose for you. Most people get noticeable benefits from the first medication they try. Other people might need to try a different medication to get the best results.

Many people wonder why simulant medications are used to treat a condition that causes hyperactivity. These medications strengthen a part of the brain that can help to control the areas of the brain that drive hyperactivity.
Non-stimulant medications:
Non-stimulant medications increase the availability of Noradrenaline or mimic its effects. They tend to take longer to start having an effect than stimulant medications. They are generally used if stimulant medications haven't worked for you or if you find them difficult to take.

Many people with ADHD who use medication find it very helpful, but there are also people who choose not to take medication or are unable to. All medications have side effects, and some people find these more noticeable than others.

Non-prescribed medication

Some people will buy ADHD medications without a prescription. This might be because they suspect they have ADHD but don't want to or can't get an assessment. Other reasons for taking non-prescribed ADHD medications include:

improving academic or occupational performance

partying and socialising

weight loss.

Buying ADHD medication online or getting it without a prescription can be dangerous, because you:

won't necessarily get the medication you asked for

won't have the support of a doctor to find out if the medication is working for you or how to use it correctly

won't be able to receive necessary monitoring.

There is no conclusive evidence that taking ADHD medication improves performance in people who don't have ADHD.

"There are black market websites out there that sell things, but they're not regulated and you don't necessarily know what you're getting, and it's very risky." - James

There are a number of things that people with ADHD can do to support their overall health and wellbeing.

1. Tell the people around you how they can help

As with any health condition, people often want to help but don't know how, and end up giving unhelpful advice. Tell the people in your life about the things you do and don't find helpful.

2. Try to get some regular exercise

Regular exercise is good for everyone. In people with ADHD, it has been shown to significantly reduce symptoms related to anxiety and depression, which can make ADHD symptoms worse. Exercise has not been shown to have a positive impact on hyperactive, impulsive, or inattentive symptoms.

3. Get enough good-quality sleep

Not sleeping well can make ADHD symptoms worse. Developing good sleeping habits can be challenging, but there are some things you can try:

Develop and maintain a comforting bedtime routine, e.g. having a bath, listening to music.

Go to bed and get up at the same time each day, including at weekends.

Avoid screen time for at least an hour before bedtime.

Do not consume sugar, caffeine or alcohol within a couple of hours of bedtime.

Get enough exercise during the day.

Keep the bedroom dark and quiet. If you can, leave a window open for fresh air.

4. Aim for a regular and balanced diet

A large study has shown that there is a relationship between inattentive symptoms and unhealthy eating habits, including eating foods high in added sugar. An unhealthy diet negatively impacts physical health and possibly mood, which could make it more difficult to manage ADHD symptoms.

5. Driving

By law you must tell the Driver and Vehicle Licensing Agency (DVLA) about any condition that may affect your ability to drive safely.

If you're not sure if your ADHD, or your ADHD medication affects your ability to drive safely, speak to your doctor. If ADHD does affect your driving and you do not tell the DVLA, you can be fined up to £1,000. If you're involved in an accident you may be prosecuted.

You can find out more about this on the DVLA website.

If you know someone who has ADHD, there are a number of things you can do to make life easier for them, and yourself.

1. Learn about the condition

Just because you've met one person with ADHD doesn't mean you've met them all. Finding out more about the condition can help you to get a stronger understanding of ADHD. It will also show the person that you care about them.

"It's exhausting, variable and infuriating multiple times a day. It can impact every aspect of your life and a lot of that is hidden, especially with the mental load of women juggling home, work, family. People have no idea." - Margaret

2. Join a peer support group

Some adult ADHD peer support groups run separate groups for partners and spouses, or allow them to participate in the ADHD groups. Check with the group first before attending. You will usually be able to find out more about a peer support group online.

3. Speak to the person you know

Ask the person you know if there is anything you can do to help. If they can't think of anything right now, you can let them know you are there if they need someone to talk with in the future.

4. Be aware of stigma

There are a lot of misconceptions about ADHD and the people who have it. You can help by informing yourself and other people about the realities of ADHD.

5. Manage your frustrations

If you find the behaviour of the person you know upsetting or frustrating, talk through your feelings with someone you trust. If there are problems you want to bring up, try to explain clearly what the issue is and what you think could help. There may be things that both of you can do to help solve the issue.

"Sometimes when we talk about disability, we make assumptions that it's got to be something visible. And when you have ADHD it's not so visible, and people just put it down to your personality." - Hameed

NICE guidance on ADHD

These guidelines cover recognising, diagnosing and managing ADHD in children, young people and adults. They aim to improve recognition and diagnosis, as well as the quality of care and support for people with ADHD.

Information on ADHD

ADHD charities

Below we have included details of some charities that work with and for people with ADHD:

ADHD Aware - A charity run by volunteers, some with experience of ADHD themselves, who offer information and support meetings.

ADHD Foundation - A charity advocating for people with ADHD and other physical and psychological health conditions.

Scottish ADHD Coalition - A charity providing support to adults and children with ADHD in Scotland, and their parents, carers and families.

Peer support groups

Support groups, ADHD UK - ADHD UK run peer-support groups, informative lectures and Q&A sessions.

ADHD support group meetings, ADHD Aware - ADHD Aware run peer support group meetings to provide a safe space. These groups are for people with ADHD and their friends and families.

Wellbeing information

This information was produced by the Royal College of Psychiatrists' Public Engagement Editorial Board (PEEB). It reflects the best available evidence at the time of writing.

Expert authors: Dr Dietmar Hank and Dr Kate Franklin

Thank you to the people with lived experience of ADHD who helped to develop this resource, and kindly agreed to share their experiences as quotes:

Clare Dudeney, Hameed Khan, James Downs, Margaret Reed Roberts and Rachael Taylor.

Special thanks to Susan Dunn Morua, founder and facilitator of the Bristol Adult ADHD Support group.

Full references available on request.

Published: Jun 2023

Review due: Jun 2026
© Royal College of Psychiatrists

ADHD Easy Read

Read our ADHD Easy Read, which is based on our ADHD in adults resource but uses simple language and images. Our Easy Reads are aimed at people with intellectual disabilities, and people who have challenges reading information for other reasons. This Easy Read was published in December 2023.

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ADHD in adults | Royal College of Psychiatrists

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What ADHD feels like, some of the help that is available, how you can help yourself and how to help someone else who has been diagnosed with ADHD.

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A combo of factors including screening criteria, presentation of ADHD symptoms, and underdiagnosis in women are what make ADHD in men appear unique.

ADHD (attention deficit hyperactivity disorder) is more commonly diagnosed in men and boys than in women and girls, but this difference doesn't stem from any sex-based risk factors. Rather, the difference appears to arise from a combination of factors surrounding:

diagnostic standards

personal expression of ADHD symptoms

underdiagnosis in women

Folks with ADHD will experience individual symptoms and exhibit different ADHD-related behaviors.

Increasingly, researchers are coming to understand ADHD through its internal workings: How it affects folks' thought processes and cognition. These internal symptoms, though experienced between sexes, will often result in gendered differences in external behaviors.

ADHD affects around 8.4% of children and 2.5% of adults, though some studies suggest that both adult-onset ADHD and persistent ADHD are more common than previously thought.

The referenced above finds that at least 29% of folks experience persistent ADHD (childhood ADHD symptoms as kids), and at least some of those have continued into their adult lives.

ADHD is typically it should be thought of as a cognitive disorder. It's characterized by inattention, impulsivity, and/or hyperactivity. classified as a behavior disorder , though ADHD is usually diagnosed in childhood, but there's growing research on ADHD in adults.

There are three types of ADHD:

1. Impulsive/hyperactive. This is the least common type of ADHD. It's characterized by impulsive behaviors and hyperactivity.

2. Inattentive/distractible. This type of ADHD is characterized by inattention, including being easily distracted.

3. Combined. This is the most common type of ADHD. Like the name implies, it's characterized by a combination of behaviors common to both impulsive/hyperactive and inattentive/distractible behaviors

ADHD symptoms vary depending on a number of factors, like someone's sex, age, and coping strategies. Symptoms generally fall into three main categories:

impulsivity

hyperactivity

trouble sitting still, moving for the sake of movement

fidgeting with sounds, hands, hair, clothes, or other objects

talking excessively, frequently going off on tangents

frequently losing or misplacing things or losing track of time

unable to stay on task, difficulty finishing a task before moving to another

Though there are gender disparities in diagnoses of ADHD, the three types of ADHD occur in equal numbers in men and women.

What may be different are the outward signs of ADHD in men and women. Men are more likely to show noticeable behaviors and symptoms, such as:

fidgeting, in seemingly constant motion

disruptive behavior

seemingly absent-minded behavior

speaking out of turn

high-consequence behaviors

The cause of ADHD isn't well understood, but it continues to be an area of heavy research. While experts don't yet know the exact source of ADHD, most current evidence suggests that it's genetic in nature.

People with ADHD tend to have low dopamine levels, suggesting that at least some symptoms are caused by changes in brain function, according to an older 2009 study.

(a type of brain imaging technology) of kids with ADHD have shown decreased activity in the areas of the brain controlling attention, movement, and assessing social settings.

Special considerations for men

People with ADHD sometimes experience symptoms of rejection sensitive dysphoria (RSD). RSD refers to extreme sensitivity to rejection that some folks with ADHD experience after frequent negative feedback due to their behaviors.

Some symptoms of RSD are more likely to present differently in men, such as:

There's not a specific test, like bloodwork or a brain scan, to diagnose ADHD. But healthcare professionals may use assessments or questionnaires. It may take several meetings with a healthcare professional to determine your diagnosis.

If you recognize ADHD symptoms in yourself, or in your child, reaching out to a doctor or mental health professional can be a good place to start. If you're not sure if your behaviors or symptoms might be related to ADHD, you can also take our .

Medications, therapy, and self-care strategies are some of the ways you can treat and manage your ADHD. Individualized treatment for ADHD is usually most effective. You can work with a healthcare team to develop your personal treatment plan.

Therapy

Talk therapy can help you better understand and manage your ADHD symptoms. Therapy can also help if you experience depression or negative thoughts and feelings about your ADHD.

A 2019 study shows that people with ADHD are more likely to be diagnosed with other overlapping mental health disorders as well. Therapy can also be effective in treating any co-occurring disorders.

Therapies for ADHD tend to be:

Medication

Finding the medication that works best for you can take time. It can be a process of trial and error, and it's important to reach out to your healthcare team if you experience disruptive side effects.

Importance of routine to manage ADHD

Even small lifestyle changes can have a positive impact on your ability to manage your ADHD symptoms. You might consider developing a daily routine, but you don't have to suddenly change everything you do.

You can make crafting a new daily routine an incremental process. You could start by adding one or two things, for example:

Once you feel comfortable in your new routine, you can add a few more things.

If you're working on a routine, try to keep a few things in mind:

exercise can boost your mood, improve focus, and reduce stress

try to make sure to get 7-9 hours of sleep

try to make healthy food choices when you can, as some foods can worsen ADHD symptoms

Importance of support to manage ADHD

Many people with ADHD get help and support from family, friends, co-workers, or acquaintances. Some folks with ADHD have tried body doubling, a productivity partner strategy, to help keep them on task.

Support for someone with ADHD can also look like:

In addition to dealing with symptoms, living with ADHD can also be emotionally difficult. Love and support are sometimes just what you need.

ADHD is a behavior and cognition disorder most commonly diagnosed in childhood. ADHD is typically characterized by inattention, hyperactivity, or both. It's more commonly diagnosed in men than in women.

There are three main types of ADHD, inattentive, hyperactive, and combination. Each type is as common in men as in women. What typically differs by gender is the outward expression of ADHD.

Treatment for ADHD is usually effective. Treatment often includes medications, therapy, and various coping strategies. If you suspect you may have ADHD, you can reach out to a doctor or healthcare professional.

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What's Different About ADHD Symptoms in Men?

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Slight differences may make all the difference in recognizing ADHD. See what's prominent in males.