SHOP

Start here

Image hero → white band → sections. Use the quick-nav to jump around.

🌐

What is ADHD?

ADHD is a neurodevelopmental difference involving attention regulation, impulsivity, and activity levels. People may experience time blindness, working-memory load, rejection sensitivity, sensory needs, and strong strengths (creativity, hyperfocus, problem-solving).

Core areas
  • Inattention (distractibility; working-memory strain)
  • Hyperactivity (restlessness; internal motor)
  • Impulsivity (blurting; quick decisions)
Strengths
  • Hyperfocus on interests; rapid ideation; pattern spotting
  • High energy; courage to start; flexible thinking
  • Empathy; authenticity; resilience

Signs & Traits

Common signs

  • Difficulty starting/switching tasks; time blindness
  • Forgetfulness; losing items; working-memory overload
  • Restlessness (external or internal); fidgeting
  • Talkativeness; fast thoughts; interrupting

Context matters

Traits vary across settings (home, school, work) and day-to-day. Masking can hide needs and increase burnout.

Diagnosis (DSM-5 overview)

Pathway

  • History + interviews (self/parents/teachers)
  • Rating scales; rule-outs (sleep, vision, other)
  • Consider co-occurrence (anxiety, learning differences, autism)

Before • During • After

  • Before: track traits & impact; gather reports
  • During: be yourself; share supports that work
  • After: plan supports; school/work adjustments
📄 DSM-5 checklist (printable) 🗂 Assessment prep sheet

Supports: School & Work

School ideas

  • Clear instructions; chunk tasks; visual schedules
  • Movement breaks; flexible seating; fidgets
  • Time supports: timers, checklists, “first-then”

Workplace ideas

  • Agreed comms; short stand-ups; meeting notes
  • Boards/kanban; quiet zones/headphones
  • Reasonable adjustments: deadlines; flexible hours
📝 School support plan (A4) 📋 Workplace adjustments template

Therapies & Treatments

Common approaches

  • Education & coaching (skills, planning, pacing)
  • CBT/DBT-informed supports; emotion regulation
  • Medication (stimulant / non-stimulant) — clinician-led

Self-care & environment

  • Sleep routines; nutrition; movement breaks
  • Reduce friction (baskets, labels, checklists)
  • Body-double sessions; accountability buddies

Medical decisions must be made with a qualified clinician.

Language Matters

Use respectful, precise language. Preferences differ (identity-first vs person-first). Follow the person’s lead.

  • Say “ADHD traits/needs” rather than “deficits”.
  • Avoid stereotypes; ADHD is not laziness — it’s a different brain style.
  • Celebrate strengths and agency alongside supports.

Calm Corner

Breathing + Reset (90 seconds)

Box breathe 4-4-4-4. Then write 1 tiny next step and a reward (tea, stretch, song).

🧭 1-Step Planner (A4) 💬 Reflection prompts (A4)

FAQ

Is ADHD different in girls/women? Often less overt hyperactivity; masking is common. Look for internal restlessness, burnout, and executive-function load.
Can you have ADHD and autism? Yes. Co-occurrence is common. Support plans should consider both profiles.
Do I need a formal diagnosis for supports? Not always. Many schools/workplaces can implement needs-based supports. A diagnosis can clarify pathways and access.

Downloads

📄 ADHD Overview (PDF) 🗂 Assessment Prep Pack (PDF) 📝 School Plan (A4) 📋 Workplace Adjustments (A4)

Add your Canva/PDF links later — buttons are placeholders.

Find Local Help

Browse the ADHD Global Directory to find country-specific services, supports, and ND-run organisations.

🌍 Go to ADHD Global Directory 🇳🇿 NZ Directory 🇦🇺 AU Directory 🇬🇧 UK Directory
← Back to Autism Hub Next: Learning Disabilities Hub →