ADHD: Signs in Teenagers 

ADHD is a neurodevelopmental condition which can significantly impact upon a teenager’s social, emotional and academic functioning. Whilst ADHD is a condition which is often diagnosed in early childhood, it is known that ADHD is not always recognised until adolescence, or even beyond into adulthood. In many cases, the increased demands (both socially and academically) during the teenage years can be a point at which undiagnosed ADHD becomes more noticeable to young people themselves, and others around them such as parents, teachers or professionals. 

Social expectations relating to developing greater independence, e.g. being able to study or complete homework without adult support, or demonstrate greater autonomy around other life skills such as travel or self-care can bring underlying ADHD struggles to the fore during the teenage years. 

ADHD is characterised by a longstanding pattern of difficulties associated with inattention, hyperactivity and impulsivity. Some teenagers may exhibit more symptoms relating to inattention, whilst for others this might be around hyperactivity and/or impulsivity. 

The teenage years can be a turbulent time, and are often characterised by huge changes physically, emotionally and socially for young people. Many of the behaviours associated with ADHD, such as daydreaming or impulsivity can occur in many teenagers who would not meet a diagnosis, and might be better explained by other factors, e.g. relating to mental health. It can be difficult to know what is typical teenage behaviour, versus what might be recognised as ADHD. 

One of the key differences is that ADHD symptoms are persistent, and long-term. They do not come and go and have likely been present since early childhood. Another important consideration for diagnosis is the extent to which ADHD symptoms impact upon the young person’s day to day life and are present across a number of settings. ADHD related difficulties often greatly impact across multiple areas, including school, home life, friendships or in the development of independent living skills. Furthermore, a requirement of diagnosis is that the level of need is to a much more significant degree than would be expected compared to other young people of the same age and developmental level.

Teenagers with ADHD may struggle with tasks that require attention to detail. They may be known for rushing through work, or not reading through information properly. This might include, for example, not reading through exam papers thoroughly, or missing out on questions they need to complete. They may often be regarded as having good academic potential, but seen as not putting in the required effort into their studies, regularly procrastinating around homework, not meeting deadlines for submission or frequently handing in work late. 

Keeping on top of assignments, managing time effectively and organisational skills are much harder for teenagers with ADHD. They may forget to write down homework, have difficulties keeping track of or organising their personal possessions, and may frequently lose or misplace items such as clothing, keys, phones, or items needed on a regular basis for daily activities. 

ADHD is characterised by difficulties with attention span and concentration. Increased academic demands, such as longer lessons during secondary school can make it harder for teenagers with ADHD to focus. Young people with ADHD are more easily distracted, and often find it harder than their peers to listen and attend to information given to them, either at home or school. This can often wrongly be perceived as deliberate ignoring or not listening, however this may be better understood as a difficulty associated with retaining and processing information and transferring this to short or long term memory, despite trying hard to do so. 

Different environmental distractions, such as noise or movement can easily disrupt their attention and make it harder to focus. They may drift away from conversations and struggle to get back on track, or forget midway through a task that they have been asked to complete, needing frequent reminders and prompts. 

Hyperactivity associated with ADHD can often reduce with age, however for many teenagers difficulties can persist and present as ongoing fidgetiness and restlessness, such as tapping feet, clicking pens, doodling on hands, making noises, playing with objects or moving around at times when this is inappropriate. Teenagers with ADHD may find it very difficult to stay seated for the full duration of lessons, and may leave their seats at times when this is not permitted, or may find reasons to get up and leave the classroom or stand up e.g. taking frequent toilet breaks.

Teenagers with ADHD may talk persistently, at times when this may act as a disruption to others e.g. during lesson times, or in social situations such as the cinema, or in places where there is a social expectation to remain quiet.

Teenagers can be known for impulsive behaviour, however ADHD can increase the level of difficulty in this area. This can impact upon a teenager’s friendships, ability to build and maintain

relationships with others, or in their understanding and perception of risk. Teenagers with ADHD frequently interrupt others and struggle with taking turns in conversation, or in other group situations where there may be a requirement to wait. They may find it very difficult to work cooperatively in a team with others, manage their frustration or have difficulties staying calm, which can cause difficulties with peers. Teenagers with ADHD may call out in the classroom, at times when they are required to listen. They may interrupt or intrude upon others, or misjudge social situations which can lead to conflict and misunderstandings. This can lead to social isolation or low self-esteem if the young person experiences rejection. 

Teenagers with ADHD may also be more prone to seeking stimulation via harmful behaviours such as alcohol or substance misuse. They may be more likely to engage in risky behaviours such as driving recklessly, or not thinking ahead to negative consequences.

There are many helpful ways to help reduce the daily impact of ADHD related difficulties for teenagers, including:

In conclusion, recognising the signs of ADHD in teenagers is crucial to ensure the right support is put in place to help improve their quality of life. ADHD specific interventions and strategies can help teenagers to navigate challenges relating to difficulties such as poor concentration, distractibility, physical restlessness or impulsivity. Identification of ADHD and understanding the impact of symptoms across daily life can lead to improved management and coping skills. Furthermore, increased awareness relating to ADHD can help others such as parents, teachers or professionals create an environment for teenagers with ADHD which not only promotes personal growth, but recognises the teenager’s unique strengths, enabling them to reach their full potential.