In my practice at QC Psych Testing, PLLC, I often encounter the core conflict faced by neurodivergent individuals: the constant pressure to behave, think, and communicate as if they were neurotypical. We’ve talked a lot about the immense energy spent on masking—the effort to suppress natural Autistic traits or ADHD-driven behaviors just to fit in.

This brings up a crucial question about how we design our schools, workplaces, and social settings. The answer lies in a simple, foundational principle: Treating neurotypical people as if they are neurodivergent doesn't hurt them, but treating neurodivergent people as if they are neurotypical actively harms them.

The term Attention-Deficit/Hyperactivity Difference (ADHD) is one of the most misunderstood concepts in the realm of neurodiversity. For decades, it’s been clouded by outdated stereotypes, dismissive clichés, and a fundamental misunderstanding of how the ADHD brain actually works.

These myths aren't harmless—they fuel stigma, prevent people from seeking accurate assessments, and deny individuals the support they need to thrive.

At QC Psych Testing, PLLC, I believe in providing clear, affirming facts. Let’s tackle five of the most common myths about ADHD—its nature, its trajectory, and its management—and replace them with a neurodiversity-affirming reality.

In adolescence, these symptoms can be easily mistaken for other issues. A girl who is struggling academically might be labeled as "lazy" or "not trying hard enough." Her social struggles might be dismissed as shyness or social awkwardness. The internal turmoil of constantly feeling overwhelmed, disorganized, and misunderstood is often mistaken for anxiety, depression, or a personality trait rather than a neurodevelopmental condition. Complicating things even further, girls often tend to respond more strongly to social pressures to conform, leading to perfectionistic tendencies that also mask ADHD symptoms.

From a young age, many people with ADHD receive feedback that highlights their differences as deficits. The "you're not trying hard enough," "you're so smart, but you're so lazy," and "why can't you just focus?" comments can accumulate over a lifetime, subtly and sometimes not-so-subtly shaping the way we see ourselves.

One of the most common and powerful themes that emerges is the concept of intense interests—what many in the community proudly call special interests or, in some contexts, hyper-focus. These are far more than just hobbies; they are sources of profound joy, deep knowledge, and essential regulation.

For neurodivergent individuals, these interests often run far deeper than typical pastimes, shaping identity, well-being, and daily life. Let’s explore these distinct forms of intense engagement and how they manifest in different neurotypes.

Burnout is a serious signal from your brain and body that something needs to change. For adults with ADHD, that signal is often louder and requires a more nuanced, compassionate approach to recovery.

Have you ever felt like your brain has a million tabs open, or you know exactly what you need to do but can't quite get started? Or perhaps you've struggled to recall a memory that feels just out of reach? These experiences often tie back to something psychologists call executive functions. Think of executive functions as your brain's sophisticated "command center" or its "management team." These are the higher-level cognitive skills that help you plan, organize, manage your time, control impulses, regulate emotions, and remember things to effectively achieve your goals. Essentially, they bridge the gap between knowing what to do and actually doing it.