Contributor: Jillian Bowman
To learn more about Jillian, click here.
I will reference ADHD most frequently herein because I have 50 years of experience with ADHD, and I feel confident claiming some authority in this realm. But, in reality, the arguments and suggestions include support of all neurotypes. So please read on, knowing that my ultimate intent is to advocate for a neuro-inclusive society.
In recent years, attention-deficit/hyperactivity disorder (ADHD) has gained significant attention in both medical and public discourse. Yet, despite the growing awareness, there's still a prevalent misunderstanding about what ADHD is and how it should be “dealt with.” As someone with ADHD, I feel it's crucial to address these misconceptions and advocate for a comprehensive societal overhaul. By creating a neuro-inclusive world, we can unlock the full potential of all individuals, fostering innovation, empathy, and progress for all neurotypes.
Misconceptions about ADHD
ADHD is often portrayed as a disorder characterized by an inability to focus, hyperactivity, and impulsiveness. While these traits can be part of the ADHD experience, this narrow definition has a major flaw because it assumes the person being observed as hyper, distracted, or impulsive, is in an environment designed for them to thrive.
Consider this for a moment: you plant two seeds in nutrient-rich soil and give them plenty of water to help them grow. The seeds germinate and sprout at the same time, but one seed develops leaves and starts to grow quickly while the other doesn’t. We are very quick to assume the second seed must be a dud, right? But the issue was actually the water and the soil.
You see, the first seed was that of a Spruce tree, which thrives in moist, well-drained loamy soil with ample water and sunlight. The second seed was that of a Yucca Palm tree, which requires arid conditions, well-drained sandy soil, and minimal water. Understanding this fundamental difference, we wouldn’t continue forcing the Yucca Palm to perform in an environment that wasn’t conducive to its optimal growth. We would instead change the environment to provide the arid conditions and sandy soil it needs to become what it’s meant to become.
For a very long time, ADHD has been considered, and treated as, a behavioral and learning disorder. It’s not. ADHD is a natural neurological variation, a completely normal part of the human experience. The “disorder” exists within the environment, not the seed.
For decades medical and science communities have tried to correct or modify the behavior of ADHD people, which is akin to propping up a withering Yucca Palm sprout with sticks in an effort to make it grow secure roots in a moist climate. ADHDers have grown up believing they are a “dud seed.” It's time to flip the script and focus our collective efforts on creating environments that allow all neurotypes to thrive.
Overhauling society is not a small undertaking, but that’s what actually needs to happen. Do I really think all of society is going to change just to support a small portion of the population? Yes! And here’s why. There are a lot more neurodivergent people out there than we’ve been led to believe.
Studies will tell you that 15-20% of the population are neurodivergent. But these studies are only measuring ‘natural’ neuro-distinctions, like ADHD and Autism (ASD). What they fail to include are all the neuro-divergent brains that have been caused due to brain injuries, physical and emotional traumas, PTSD, etc. It is known that these conditions cause permanent neurological changes, thus creating a much larger segment of our population that must live in, and contribute to, a society that wasn’t designed for it. My research suggests that 45-50% of the adult population is neurodiverse. And these numbers only represent the known cases.
So, if roughly 50% of the working population requires medication or special accommodations to live in and contribute to our society, don’t you think we should start taking a good hard look at the soil and water in which we are all expected to thrive?
The science that validates the thesis
Executive functioning is like the brain's control center, helping us plan, make decisions, solve problems, and manage our actions and emotions to reach our goals. This important work happens mainly in the prefrontal cortex, a part of the brain that acts like a manager for our thoughts and behaviors.
Two key players in this process are the default mode network (DMN) and the executive control network (ECN). Think of the DMN as our brain's "daydream mode." It's active when we're resting or letting our minds wander, allowing us to reflect and be creative. On the other hand, the ECN is our "focus mode," kicking in when we need to concentrate and tackle tasks.
For people without ADHD (neurotypical individuals), these two networks work together smoothly. When it's time to focus, the daydream mode (DMN) quiets down, and the focus mode (ECN) takes over, helping them switch gears easily and stay on task.
In people with ADHD, the connection between these two networks works differently. Studies have shown the ADHD brain has a unique way of balancing the daydream mode (DMN) and focus mode (ECN). This can mean more frequent mind-wandering, which can lead to spontaneous creativity and innovative problem-solving due to the brain's more flexible and free-flowing thought processes.
This difference in brain function can foster remarkable creativity and out-of-the-box thinking, showing that the ADHD brain has its own set of strengths that are valuable and worth understanding.
Where scientists went wrong
ADHD is typically described in the scientific community as a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with functioning or development. The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) outlines specific criteria for diagnosing ADHD, focusing on symptoms such as difficulty sustaining attention, frequent careless mistakes, fidgeting, an inability to remain seated, and interrupting others. This description, while clinically useful, tends to emphasize the deficits and challenges associated with ADHD, often overlooking the condition's complex and multifaceted nature.
One of the primary flaws in this description is its deficit-based perspective. By focusing mainly on the struggles of individuals with ADHD, this view can overshadow the strengths and positive traits often found in people with ADHD, such as creativity, spontaneity, and the ability to think outside the box. This narrow focus can contribute to a stigmatizing view of ADHD, painting it primarily as a collection of negative behaviors rather than a different way of thinking and processing information. Such a description may lead to a failure to recognize the potential advantages and unique contributions of individuals with ADHD.
This deficit-oriented narrative has also contributed significantly to societal misunderstandings about ADHD. Many people, influenced by this limited perspective, may perceive ADHD solely as a problem or a disability, leading to stereotypes and misconceptions. For example, individuals with ADHD might be seen as lazy, disruptive, or undisciplined, rather than as having a different cognitive style that can be advantageous in various contexts. These stereotypes can result in negative social attitudes, discrimination, and a lack of appropriate support and accommodations for individuals with ADHD.
Moreover, the emphasis on deficits can influence educational and occupational settings, where individuals with ADHD might be pressured to conform to neurotypical standards rather than being encouraged to leverage their strengths. This pressure to conform can lead to feelings of inadequacy, low self-esteem, and frustration, as their unique ways of thinking and problem-solving are not valued or understood.
Recognizing both the challenges and strengths associated with ADHD can help foster a more inclusive and supportive environment. This approach not only benefits individuals with ADHD by promoting their well-being and success but also enriches society by embracing the diverse cognitive talents that people with ADHD bring.
Stay tuned for Part 2.
Contact Jillian at: [email protected]
References
- Castellanos FX, Kelly C, and Milham MP (2008). The restless brain: Attention-deficit hyperactivity disorder, resting-state functional connectivity, and intrasubject variability. Dialogues in Clinical Neuroscience, 10(3), 257-263. Link
- Sonuga-Barke EJS and Castellanos FX (2007). Spontaneous attentional fluctuations in impaired states and pathological conditions: A neurobiological hypothesis. Neuroscience & Biobehavioral Reviews, 31(7), 977-986. Link
- White HA and Shah P (2006). Uninhibited imaginations: Creativity in adults with attention-deficit/hyperactivity disorder. Personality and Individual Differences, 40(6), 1121-1131. Link
- Fuller-Thomson E, Rivière RN, Carrique L, and Agbeyaka S (2020). The Dark Side of ADHD: Factors Associated With Suicide Attempts Among Those With ADHD in a National Representative Canadian Sample. Arch Suicide Res. 2022 Jul-Sep; 26(3):1122-1140. doi: 10.1080/13811118.2020.1856258. Epub 2020 Dec 21. PMID: 33345733.