Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition characterised by inattention and/or hyperactivity and impulsivity. Symptoms begin in childhood, may change with age and can continue into adult life. ADHD is diagnosed when the pattern is persistent, occurs in more than one setting and has a significant effect on education, work, relationships or everyday activities.
Core features of ADHD
Inattention:
- difficulty sustaining attention and completing tasks;
- frequent mistakes related to inattention;
- difficulty planning, organising and estimating time;
- losing items, forgetfulness and being easily distracted;
- avoiding prolonged tasks that require sustained mental effort.
Hyperactivity and impulsivity:
- physical restlessness or a persistent internal sense of restlessness;
- difficulty waiting calmly or taking turns;
- excessive talking or answering before a question has been completed;
- impulsive decisions and difficulty inhibiting a response;
- a frequent need to change activity.
ADHD presents differently between people. Some mainly experience inattention, others mainly hyperactivity and impulsivity, and some experience both groups of symptoms. Girls and women are more likely to have less visible inattentive presentations that can remain unrecognised.
Would you like to speak with a specialist?
Submit a request — our administrator will clarify the details and arrange a convenient time.
Why ADHD develops
ADHD cannot be explained by one neurotransmitter or a simple “dopamine deficiency”. Research indicates an important contribution from genetic and biological factors, but the precise mechanism in an individual is usually not known. Strict parenting, stress or psychological trauma are not considered direct causes of ADHD, although they can intensify difficulties or produce symptoms that resemble ADHD.
Diagnostic assessment
ADHD is diagnosed by a psychiatrist or another appropriately qualified healthcare professional with training and expertise in ADHD assessment. The process includes a detailed clinical interview, a developmental and mental health history, discussion of symptoms across areas of life, and assessment of the impairment they cause.
Assessment should establish that typical symptoms began in childhood, have persisted and occur in more than one setting, such as home, school, university, work or social situations. With the person's consent, information from parents, a partner, teachers or others who know their everyday functioning may be helpful.
Rating scales such as CAARS, questionnaires and computerised attention tests, including MOXO, can support assessment. They do not confirm or exclude ADHD on their own, do not replace a clinical interview and cannot determine a treatment programme without a full assessment.
The clinician also considers other possible explanations and coexisting conditions, including anxiety, depression, sleep disorders, autism spectrum conditions, learning difficulties, substance use and physical health conditions.
Treatment and support
A care plan is agreed with the person and, with their consent, their family or other supporters. It takes account of age, symptom severity, impairment, personal goals and coexisting conditions. Support may include:
- psychoeducation and individual strategies for managing difficulties;
- environmental modifications, task structure, reminders and planned breaks;
- support and reasonable adjustments in education or employment;
- psychological interventions focused on organisation, emotional regulation and everyday skills;
- medication when recommended by a specialist after assessing indications, risks and physical health.
ADHD medication should be initiated and initially monitored by a professional with appropriate expertise. Treatment monitoring considers effectiveness, side effects, sleep, appetite, weight, pulse and blood pressure according to the clinical situation. Do not change prescribed treatment without medical advice.
Living with ADHD
ADHD can remain relevant at different stages of life, while its presentation and the support a person needs may change. It is more accurate to discuss an individual course and the possibility of reducing symptoms and impairment than to say categorically that ADHD “cannot be cured”. Appropriate treatment, organisational skills and support can substantially improve education, work, relationships and quality of life.