Matt Coldrey says that ADHD is not a disability that can hinder colleagues' performance at work. With the proper support and guidance, ADHD could be a superpower.

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Matt Coldrey

Matt Coldrey, Senior Lecturer, is a Programme Manager of the BSc (Hons.) Sports Coaching program at Hartpury University.

My job as a university lecturer was a challenge. However, when I received a diagnosis of combined type ADHD late, many of my challenges became apparent.

Neurodiversity is the term used to describe the differences in neurological function that are part of our human diversity. This umbrella term includes autism, ADHD, dyscalculia, and dyslexia. It can also have conditions like dysgraphia and mysophobia. It is usually classified separately from mental disorders like anxiety and depression because neurodivergence doesn't occur suddenly or after a meaningful experience.

Neurodiversity in the workplace is protected under the Equality Act 2010, and employees with neurodiverse characteristics are entitled to reasonable accommodations under UK law.

What is ADHD?

ADHD is caused when there is a deficit in the production and distribution of norepinephrine, serotonin, or dopamine. The obligations are characterized by two symptoms: executive dysregulation and emotional dysregulation. Both of these symptoms can have a significant impact on a person's job, making it difficult to concentrate, manage time, organize tasks effectively, and regulate emotions. People with ADHD believe that they are not able to perform at their full potential in the workplace (Fuermaier et al., 2021).

Beth Sennett, in her article for Wonkhe, explains how the emotional dysregulation that employees with ADHD experience manifests itself in various ways at work. One of these is the energy neurodiverse individuals expend in "masking", or acting in a neurotypical manner.

ADHD is a dualistic disorder, where key symptoms can be strengths when in the right environment and weaknesses when in the wrong one. Certain aspects of academics can also help or hinder someone with ADHD.

ADHD and executive dysfunction

Executive dysfunction is marked by a loss of motivation for completing tasks. Dopamine, the neurotransmitter which links the "knowing," "doing," and "thinking" parts in the brain, is at lower than normal levels. This may appear to be a lack of motivation or laziness. What is actually happening is that, on the surface, this appears to be a lack of motivation - or even laziness.

People with ADHD are good at hacking the brain to produce dopamine, which they need to accomplish tasks. These methods are not always healthy and may be one of the reasons why people with ADHD experience more burnout. One hack involves using the threat system as a motivator. As motivation, external threats such as punishments for missing deadlines or internal threats such as self-shaming can be used. This was how I motivated myself before my diagnosis. It led to me temporarily losing sight in one eye because of a condition known as Central Serous Retinopathy.

It is healthier to start a task by doing something creative. This can produce enough dopamine for the task. Individuals with ADHD are known for their creativity and ability to solve problems. We can find creative and novel solutions to issues that neurotypicals find difficult to resolve. We love the higher education sector because it allows us to be creative on a variety of interesting and varied projects.

A second way is to buddy up or double your body. It is when a person with ADHD is placed physically next to another colleague who is working on the same task. It allows them to ask any questions they might have about something they missed or misunderstood, and gently hold them accountable without micromanaging. This also gives them the dopamine rush that comes with being part of a group or team. It is essential, however, that the coworker be relatively focused on their work and not distract the person who has ADHD with small talk or other distractions.

Managers can also help people with ADHD stay motivated by breaking down large tasks into smaller ones with shorter deadlines.

Double-edged deadlines sword

If they aren't set correctly, deadlines may cause problems. If deadlines are extended for large tasks, someone with ADHD may not begin the job because it doesn't offer immediate rewards or threats. It does not mean they are ignoring it. The "knowing" of their brain is aware of deadlines and tasks but cannot motivate it to "do." Paralysis can be very frustrating. A deadline can be a hindrance in this case.

To help staff with ADHD, create shorter deadlines that break larger tasks down into smaller tasks. This technique is often called "chunking". The smaller jobs provide a more incredible dopamine rush when they are completed, which can help motivate and encourage people with ADHD.

When an ADHD individual feels like they're good at something, and they get regular dopamine rushes when they complete a stimulating task, they may become "hyper-focused." Hyper-focus is the intense focus on one job and a lack of attention to anything else. Hyper-focused individuals with ADHD can complete large amounts of work quickly.

Hyperfocus is challenging to control and, therefore, cannot be used as a basis for scheduling work. This can lead to the person neglecting their basic needs, such as food, personal care, or downtime, to complete the task. Hyperfocus can lead to feelings of freedom, as it is a way of escaping the ADHD constraints. An interruption can be highly frustrating. A disruption, when combined with emotional dysregulation that some people with ADHD suffer from, can lead to emotional outbursts. Managers dealing with this behavior need to understand the nature of the disability.

Do not disturb...

It is crucial to consider the balance between social and quiet areas when evaluating the physical environment of employees with ADHD. It is important to respect "do-not-disturb" signs and allow people with ADHD to use noise-cancelling headphones. Sensory overload is also caused by physical sensations, such as the need to use the toilet. If someone with ADHD is allowed to leave a meeting to go to the bathroom, they will be able to focus on the discussion or content rather than feeling overwhelmed by physical sensations.

You must also recognize that interruptions are not only caused by people but can also be caused by inefficient systems, which hinder productivity. It can disrupt a person's hyperfocus if they wait for information or navigate complicated IT systems. Allowing them to take care of themselves by having snacks, water, coffee, and other drinks at their desk will allow them to maintain their focus without interrupting their flow.

Balance quiet areas with lively spaces so that people with ADHD have the opportunity to "dopamine hunt" in an environment with lots of activity if they need to.

Team members are valued.

A workplace can also motivate and enable individuals with ADHD by asking them to use their skills and valuing them. This is because ADHD is often associated with Rejection Sensitive Dysphoria. This is a hypersensitivity to criticism, rejection, and failure. It works in both directions. Genuine positive feedback, reassurance, and valuing the employee with ADHD are highly effective ways to motivate them. This also allows ADHDers to work on exciting and diverse projects as they get the necessary validation.

The adjustments and ideas that are discussed can be helpful for neurotypical as well as neurodivergent people. If you're neurotypical, you might have read some of these tips, thinking they could help you focus. It is important to remember that although neurotypical individuals can display neurodivergent characteristics, neurodivergence can be a permanent neurological disorder where these traits can be debilitating. The statements "everyone has a little ADHD," "everyone's on the spectrum," and "everyone experiences neurodivergence" are false and minimize the experiences of people with neurodivergence.

ADHD can also be a complicated and diverse condition that impacts people in different ways. Some of these solutions might not work for everyone with ADHD.

Support comes from talking directly with colleagues and direct reports who have ADHD and allowing them to make adjustments. When people with ADHD are provided with the best environment and flexible co-created support, they will be able to show their true potential.

Support staff with ADHD

You taught me so much about chunking in our Senior Fellowship journey. We often focus on student support but neglect to allow staff to demonstrate their superpowers!

Matt, congratulations on your insightful article. More is needed, especially for colleagues diagnosed with ADHD in later life. We can effectively mirror our approaches with students and staff in complex and diverse organizations like Higher Education. RSD research and exploration are also required as the workplaces of tomorrow become more varied.

My child is being tested for ADHD.

It is also very interesting to see the difference between how girls and boys present with this condition.

Thanks for sharing this article.

The underdiagnosis and misdiagnosis among women and girls is nothing less than a scandal. It is for this reason that I focused on the internal difficulties that ADHD can create and not the external manifestations, which, as you have pointed out, can be different between women and girls. Thank you for your positive feedback. I hope you have a successful assessment. Please feel free to continue reading. The article's language about functional neuroanatomy and executive function (and its dysfunction) needs to be found. Since the advent of functional MRI, for example, there has been a widespread consensus that brain activity is primarily a result of network phenomena and not distinct 'parts of the brain. What is the 'doing part' of the brain?

Second, the evidence from genetics and clinical studies suggests that there is a substantial overlap between people with ADHD and those who do not have it. A large part of the heritability for ADHD comes down to genetic variations. Humanity as a whole is a neuro-spectrum. There is no pathophysiological line that separates people who are "neurodivergent" from those who aren't.

It is important to note that I am not saying that ADHD doesn't exist. It has a profound impact on some people who have severe clinical ADHD. There are genetic overlaps with schizophrenia and depression.

What I'm saying is that the reason why so many people have the behavioral traits we call ADHD, and the reason they are so common, is that they were highly advantageous to our evolution.

In the context of a supportive work environment, ADHD-diagnosed people can have a great impact and are often in a unique position to do so. Its labeling as a "disorder" is one of many problems with its definition.

Although there are genetic variants that have been associated with ADHD, they are not part of the dopamine or serotonin processing physiology. The evidence is contradictory, and the evidence is mixed. However, given the role played by dopaminergic and serotonergic modulation of a significant proportion of conscious functions, and in subtle and poorly understood manners across many regions of the cerebral cortex, there is little evidence of a 'deficit of' dopamine, serotonin, and noradrenaline.