Student Life with ADHD

Having gone through most of my life with ADHD, it has been an ongoing struggle to manage the disconnect between what I want to achieve vs what I am able to achieve. While I was very aware of my classroom performance in comparison to my peers, I was not able to recognize that my challenges were based on a medical condition, and not my effort and intelligence.

My self- esteem as a young student quickly eroded with feelings of inadequacy. It’s fair to say, these feelings continued to manifest over the years. I wished that those around me understood what was going on inside my brain- more importantly, that I understood, too. I did eventually find the right tools to help me become a stronger student and connected with people who were invested in my personal and academic development.

ADHD is recognized by the DSM-V, and is no rarity among youth: according to a 2017 survey, the total estimated number of American children diagnosed with the condition soars well over six and a half million. Being the wonderfully complicated condition that it is, ADHD has three primary facets under which symptoms fall: hyperactivity, impulsivity, and inattentiveness. These symptoms don’t just start and end in the classroom: it transcends my daily life.

There are moments when teachers and friends misinterpreted my symptoms as an aspect of my personality. Sitting for long stretches of time was impossible, and I would use excuses like getting a drink of water or needing to use the restroom as a way to take a mental break. Throughout my academic career, I have gone through 40 plus fidget devices. These were a great crutch for when I lacked the option to run to the bathroom or grab a sip of water, but I remember feeling judged by my classmates.

I learned that the best course of action was to prioritize what was best for ME. I found that while my friends would sit in the back and perimeter of the class, I would have to sit in the front row in order to focus. While I’ve been fortunate enough to have computer accommodations in some of my recent classes, teachers still forget and will reprimand me. It takes a lot out of me trying to “normalize” my actions due to the lack of consideration by others.

I should not have to defend myself for behaving the way I do.

In this isolating time of quarantine, I’ve reflected deeply about my condition, this community’s needs and what I can do to help others understand ADHD better. I want to provide accessible and empathetic resources to children, teenagers, and curious adults to connect with this disability in a very personal, not prescriptive way. This is a condition that, if left undiagnosed or untreated, can inhibit reaching one’s full potential and severely impact emotional health, self esteem, depression, relationships, education.

With that said, let’s ease the struggle of those with ADHD, one internet search at a time..!