What is ADHD?
ADHD stands for Attention-Deficit/Hyperactivity Disorder—though the name is misleading. It isn’t truly a deficit of attention. Many individuals with ADHD can focus intensely on things they care about. The challenge lies in regulating attention: starting, sustaining, and shifting focus as needed. It also impacts impulse control, activity levels, and emotion regulation.
ADHD is a neurodevelopmental difference in executive functioning — the brain’s self-management system. It affects how children plan, organize, respond, and recover.
JUMP TO SECTION
Key Characteristics of ADHD
According to the DSM-5-TR, ADHD includes symptoms in two core domains: inattention and hyperactivity/impulsivity. A child may meet criteria in one domain or both.
Inattention may look like:
-
Often seeming not to listen, even when spoken to directly
​​
-
Frequently losing materials, missing steps, or overlooking important details in work or play
-
Struggling with organization or time management
-
Being easily distracted by sights, sounds, or internal thoughts
-
Avoiding or resisting tasks that require sustained mental effort (like homework or chores)
-
Having difficulty sustaining focus long enough on activities, schoolwork, or play
-
Starting tasks but not finishing them, or struggling to follow through on instructions
​​
-
Forgetting daily routines or responsibilities (e.g., chores, homework, bringing things to school)
Hyperactivity/Impulsivity may look like:
-
Acting quickly without thinking about the outcome
​​
-
Fidgeting, tapping, or squirming when expected to stay still
​​
-
Leaving their seat when they’re supposed to remain seated
​​
-
Running or climbing at inappropriate times (or in teens/adults, feeling restless inside)
​​
-
Having difficulty playing or relaxing quietly
​​
-
Seeming “on the go” or acting as if driven by a motor
​​
-
Talking more than others or at unexpected times
​​
-
Blurting out answers before a question is finished
​​
-
Having trouble waiting their turn
​​
-
Interrupting conversations, games, or activities
These behaviors reflect a brain that seeks stimulation, novelty, and movement—not intentional misbehavior.
What It Can Look Like in Everyday Life
-
A child may believe they’re following directions but only processed the first step. When corrected, they feel confused or discouraged. Repeated corrections can chip away at self-confidence.
-
Some children work hard to mask their challenges at school, receiving praise for being quiet or compliant—only to fall apart at home when they no longer need to hold it together.
-
Deep focus can be a strength, but transitions can be incredibly difficult. Shifting away from a preferred activity may feel overwhelming, even if the new task seems small.
-
Others might appear distracted during tasks that are confusing, boring, or not matched to their developmental level—not because of ADHD, but because the task doesn’t make sense, or they’re anxious or dysregulated.
Types of ADHD
Predominantly Inattentive Presentation
Often missed or misunderstood—especially in girls, gifted students, or children who internalize. May appear “spacey,” passive, or disorganized.
Predominantly Hyperactive-Impulsive Presentation
More visible in younger children. Traits may include restlessness, nonstop talking, or acting without thinking. It often shifts toward the combined type as kids get older.
Combined Presentation
The most common ADHD profile, involving both inattentive and hyperactive–impulsive features. Children may struggle with focus and organization while also showing high energy, restlessness, or impulsivity. Often recognized earlier than other types, though the mix of challenges can still be misunderstood.
Brain-Based Differences
Think of dopamine as the brain’s fuel for motivation and focus. With ADHD, the brain sometimes struggles to release or regulate this fuel, making it harder to start, shift, or finish tasks. These differences can result in:
​
-
Trouble starting or finishing tasks that aren’t engaging
-
Getting “stuck” in deep focus and struggling to shift
-
Emotional reactions that escalate quickly and reset slowly
-
Differences in sleep, eating, and energy rhythms
These patterns show how the brain adapts and reacts to the environment—part of how each child is wired.
Related Patterns We Consider
ADHD can exist on its own, but it’s also common to see other developmental differences that influence how a child thinks, feels, and responds.
​
We look at:
Anxiety or internalized distress
Difficulty concentrating is a core feature of anxiety. Children may appear distracted when they’re actually stuck in loops of worry or perfectionism.
Autism traits
Differences in social understanding, sensory regulation, or flexible thinking. Since 2013, ADHD and autism (often called AuDHD when both are present) can be diagnosed together, reflecting the overlap in traits.
Learning differences
Dyslexia (reading), dysgraphia (writing), dyscalculia (math). If a child doesn’t understand what’s being taught, it can look like inattention—but it’s often a processing issue.
Language and communication differences
Children may miss instructions, struggle to keep up with conversation, or zone out in verbally heavy environments.
Sensory sensitivities
What looks like fidgeting or restlessness may be the child’s way of regulating sensory input.
Emotional regulation
Intense or fast-changing emotions may look like impulsivity, but often reflect difficulties with calming or transitioning.
Sleep, feeding, and rhythm variations
Biological differences in energy and arousal impact attention and mood regulation.
Confidence and frustration tolerance
Children who try hard but still struggle may start avoiding effort. This isn’t laziness—it’s often learned helplessness.
Context Matters: What We Consider
We also consider environmental and contextual factors:
​
-
A child may struggle with attention because the expectations are too high for their age—like being required to sit still for long periods or complete advanced work without support.
-
Some children thrive at home, where needs are naturally scaffolded, but struggle at school when those supports are missing.
-
Others may have sensory overload or unrecognized learning differences that interfere with performance.
We look carefully at patterns across multiple settings. To meet criteria, these patterns need to show up across more than one environment—like home and school—and consistently affect daily life. We consider all presentations of ADHD, recognizing that it can look different in every child. For twice-exceptional (2E) students, gifted learners, or children who mask, challenges may go unnoticed in school or at home because they compensate or their strengths cover the difficulties. That’s why we take the time to look at the whole picture—strengths, struggles, and how your child shows up across settings—to ensure an accurate and meaningful understanding of their profile.
Our Approach
At The Neurodevelopmental Collective, we take a whole-child, affirming, and individualized approach.
​
We explore:
-
The full developmental picture
-
Patterns across home, school, and community
-
Whether traits might reflect masking, anxiety, learning differences, or sensory needs
-
Giftedness or twice-exceptional (2e) profiles, where strengths may mask challenges—or vice versa
We go far beyond checklists. Even when the answer is not ADHD, we explain what’s driving the challenges you’re seeing and how to support your child effectively.
​
We do not prescribe medication at NDC, but we can help families understand when to consider it and how it fits into a comprehensive support plan.
Why Understanding ADHD Matters
When we misunderstand the signs of ADHD, children may be seen as inattentive, unfocused, or overly emotional—when in fact, their brains are working overtime to navigate environments that don’t meet their needs.
​
Without clarity, children often receive more correction than encouragement. Over time, this can impact self-esteem, mental health, and relationships. But when we recognize and support ADHD as a brain-based difference, we give children the tools to thrive—both in how they see themselves and how they engage with the world.
​
Children with ADHD are insightful, creative, and capable. With the right support, they don’t just get by—they flourish.
ADHD Resources
For affirming, neurodiversity-informed visuals and supports, check out Neurowild's Illustrated Guide available at:
Discover More
Explore additional ADHD resources in our curated lists of books, toys, websites, podcasts, and more.