Attention-Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder. While there have been many empirical studies of childhood ADHD, there have been few qualitative studies investigating first-hand accounts of the lived experiences of children with ADHD. This study addresses that gap with qualitative data from open-ended interviews with 12 children ages 8 to 14 years about the positive and negative aspects of their ADHD. Overarching themes were identified using Interpretive Description and Thematic Analysis. An important point to emerge was a discrepancy between the generally negative perception of ADHD by society and the medical profession (a psychiatric disorder that needs to be cured) and the more nuanced perceptions of children who themselves have ADHD, where they express positive as well as negative aspects. Positive aspects reported included having more energy, the ability to hyper-focus, and being more creative and more fun because of their ADHD. The children’s nuanced view of their ADHD is also at odds with an exclusively asset-based neurodiversity perspective that focuses only on strengths. The children perceived that some aspects of their ADHD are not advantageous. Implications are discussed with reference to rethinking how we understand ADHD, treatment practices for ADHD, and how to involve children with ADHD in future research.
Ling et al. (Thu,) studied this question.