1. Understanding Learners with ADHD​​​​​​​

1.1 What's ADHD?

Attention Deficit Hyperactivity Disorder ('ADHD')

/əˈtɛnʃ(ə)n/ˈdɛfɪsɪt/ˌhʌɪpərakˈtɪvɪti/dɪsˈɔːdə/ noun 1 is a neurodevelopmental delay that impacts the part of the brain that helps to plan, control impulses and execute tasks.

Aroreretini

noun 1 used in reference to having ADHD.Origin: Māori, literally is 'attention goes to many things'.

As with any condition, early identification and treatment of ADHD are critical. Without timely identification and proper treatment, a person with ADHD may suffer consequences that can lead to anxiety and low self-esteem.

​It’s common for those with ADHD to have immense strengths, including being:

  • able to ‘hyperfocus’ for long periods on topics and activities of interest
  • enthusiastic and energetic
  • good problem solvers
  • highly creative
  • entrepreneurial
  • highly intuitive
  • sensitive
  • fair, and
  • fun.

Hear Dr Sarah Watson talk about "what is ADHD?" (5.0 mins)

This is provided for educational purposes only. ADHD NZ does not provide medical advice, assessment, diagnosis, or treatment. A GP can recommend a suitable healthcare professional.​

Dr Sarah Watson

Clinical Director; Clinical Child and Adolescent PsychologistB.A., M.A. (Hons), DClinPsych, MNZCCP

Bio: Sarah is a Clinical Psychologist who specialises in working with children, adolescents and their families. 


Transcript: ​​​​​​​download the transcript here for your future reference.​​

ADHD impacts the functioning of the Pre-Frontal Cortex (part of the Frontal Lobe).

The Frontal Lobe, highlighted in red in the image above, is found at the front of the brain.

The Frontal Lobe is responsible for:

  • Executive Functioning - which includes our ability to plan and organise,
  • filtering and controlling attention,
  • energy or motor control,
  • emotional regulation,
  • judgement, and
  • behaviour.

​So, for people with ADHD, automatically controlling and filtering attention, behaviours, and emotions, which come more naturally to others, is much harder.

​The areas of the Executive Function that are affected, commonly result in:

  • losing things,
  • trouble conveying thoughts on paper,
  • a poor sense of time; often being late,
  • not knowing when they should be doing what, or
  • don’t mentally rehearse before entering new situations.​​

ADHD does not impair intelligence.

  • Just as there are different levels of intelligence across the general population, there are differing levels of intelligence in people with ADHD.

​​ADHD is not (based on neuroscience, brain imaging, and clinical research):

  • something imaginary or made up,
  • a specific learning disability,
  • a behaviour disorder, or
  • a mental illness. 

​ADHD is not racist and is socially mobile.

  • ADHD is the most common neurodevelopmental disorder in children and adolescents. The prevalence of ADHD in children and adolescents internationally is 5–8  per cent, and in Australia is between 6 per cent and 10 per cent.* 
  • Most scientists believe adult ADHD remains underdiagnosed because diagnostic criteria for ADHD in the DSM-V were developed for children, and because adults with ADHD often have co-occurring conditions that may mask the symptoms of ADHD. It's estimated that fewer than 20 per cent of adults with ADHD are currently diagnosed and/or treated by psychiatrists.**
  • In New Zealand, an estimated 280,000 Kiwis have ADHD. ​​In New Zealand, an estimated 280,000 Kiwis have ADHD. Data from the Ministry of Health suggested in 2020 that only 2.4 per cent of those aged between 2-14 years reported the prevalence of an ADHD diagnosis.^
  • ​In the US, the percentage of learners in tertiary and vocational training institutes diagnosed with ADHD has increased substantially in the past 20 years — from roughly two per cent of learners to about 11.6 per cent, or one in nine learners.^^ There are no comparable statistics for New Zealand. 
  • It usually runs in families; approximately 25 per cent of all children with ADHD will have a parent with ADHD.

ADHD is not sexist.

  • While more males get a diagnosis, now it’s believed the gender ratio is 1:1.
  • Students who present with inattentive symptoms, which are less noticeable, are more likely to be overlooked.​ ​

Do people with ADHD grow out of their symptoms and behaviour?

​In the 1990s and early 2000s, it was suggested that people could outgrow ADHD.

Research now shows that ADHD continues into adulthood, but symptoms tend to change over time. For example, a Predominantly Hyperactive Presentation can shift to a Predominantly Inattentive Presentation. 

Also, those who ‘grow out of it’, may still experience behaviours that are consistent with having ADHD, but in getting a reassessment, they would not experience the behaviours enough to warrant a diagnosis.

* Australasian ADHD Professionals Association, Australian Evidence-Based Clinical Practice Guideline For Attention Deficit Hyperactivity Disorder (ADHD), First edition, June 2022, p 67, sourced online November 2022

**Additude Magazine, ADHD Statistics: New ADD Facts and Research, updated 13 July 2022, sourced online 12 April 2023

^ The University if Auckland, Whāraurau, 2020 Stocktake of the Infant, Child and Adolescent Mental Health, Alcohol and Other Drug Services in New Zealand, p 13, 2021, sourced online 14 March 2023

^^ American College Health Association, American College Health Association-National College Health Assessment III: Reference Group Executive Summary Fall 2020, updated 7 December 2021, sourced online 15 March 2022

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