Transition to Adulthood

Most children with ADHD become adults with ADHD because, though symptoms shift and change with age, they rarely go away altogether. ADHD in adults looks and acts differently than ADHD in children. Still, clinicians’ diagnostic criteria — as outlined in the DSM-5 — do not differentiate adult vs. childhood symptoms, which sometimes sacrifices the accuracy of assessments. Adult ADHD impacts virtually every aspect of life, more so if the condition remains undiagnosed, untreated, or ineffectively treated – all of which can harm an individual’s psychological well-being and quality of life (Paradigmtreatment.com, 2023).

We know that the increased academic demands of secondary school, the reduced amount of structure, increased autonomy, and increased social pressures during adolescence create new challenges for students, caregivers, and educators. It can be overwhelming for a teen to transition to adulthood, and for a teenager with ADHD, this can be even more stressful. The good news is that with the right support, most teenagers with ADHD can live independent lives. In some cases, particularly when a teen has been treated properly with medication and therapy, the symptoms of ADHD can resolve or become drastically reduced by the time they reach adulthood. Any remaining symptoms can often be handled with either continued medication or coping strategies learned during childhood or adolescence. Other times, without the right type of support, people will continue to struggle with ADHD throughout adulthood (Paradigmtreatment.com, 2023).

Secondary school teachers need to work together to understand the special challenges that attention, hyperactivity, or impulsivity problems can cause and help the student develop and use strategies that can assist with time management, work completion, and organization. After completing high school, people with ADHD may feel that they no longer require support to succeed. However, ADHD can impact behavior and performance, both in college and at work. College and employment present new responsibilities and challenges; coping with AD/HD is often a lifelong effort. Planning and preparation can smooth out potentially challenging postsecondary transitions (Additudemag.com).

According to Paradigmtreatment.com (2023), Here are some examples of how ADHD can impact young adults, which in turn, can affect employment, relationships, finances, and college:

• Inattention
  • Poor attention to detail
  • Difficulty getting started and completing tasks
  • Difficulty focusing and regulating attention
  • Forgetfulness
  • Poor time management, organizational skills
• Impulsivity
  • Fidgeting
  • Restlessness
  • Interrupting frequently
  • Talking excessively
• Emotional dysregulation
• Low frustration tolerance

While exploring college options, students should keep in mind that, although all colleges that receive federal funds are required to provide reasonable accommodations for students with disabilities, not all schools or employers provide the same accommodations for people with ADHD. A student with ADHD transitioning to college or a career should know their strengths and weaknesses and choose a field that capitalizes on those strengths while minimizing their weaknesses. A distractible student will want to choose a high-interest field that grabs their attention. Some individuals with ADHD perform better in jobs that require physical activity. Students may want to take advantage of career counseling services through school or community resources if they are unsure about an appropriate career path. Ability test batteries available at career counseling centers can help clarify areas of interest and identify areas of academic and career strength (Additudemag.com, 2023).

Of concern is the research that has linked ADHD in adults to criminality, rule-breaking, and other legal and safety issues – including a greater risk of getting into car accidents than the general population. One study found that individuals who present ADHD symptoms in childhood are more likely to engage in criminal activities as young adults than non-ADHD individuals. Another recent systematic review estimates that 26% of prison inmates have adult ADHD. ADHD and substance abuse are also strongly connected. ADHD adults are twice as likely to be diagnosed with substance use disorder (SUD), compared to individuals without ADHD. Many adults with ADHD and SUD report using substances such as alcohol and other drugs to self-medicate and manage ADHD symptoms (Additudemag.com, 2023).

When promoted by educators, these strategies have proven successful in supporting adolescents with ADHD to take more responsibility for their learning and indirectly develop important life skills:

• Take an active part in setting realistic goals for increasing your work completion and improving your grades.
• Use an assignment book and a planning calendar to keep track of assignments due and break long assignments into daily tasks.
• Use study guides and teacher outlines to prepare for tests.
• Develop checklists for keeping track of assignments that have been completed and turned in.
• Block out daily study time with specific tasks to be completed.
• If possible, obtain extra copies of textbooks to be kept at home. If you have assignment questions, get a friend’s telephone number or e-mail address in each class.
• Request a distraction-free room and extended time for taking major tests, final exams, and college entrance exams.
• Choose a place in the classroom that does not interfere with your paying attention to the teacher. Save socializing for break time.
• Arrange a check-in time with your advisor to organize each day and check for assignment completion.

There are also many things that educators and caregivers can do to support older students with ADHD beyond academic skills and competencies. Briefly, educators can support high school-age students with ADHD by coaching them on managing their money, improving their communication skills, setting up routines/schedules for home/school, and insisting that sticking to those routines can go a long way toward helping them be successful in the future, and helping them explore postsecondary options (Paradigmtreatment.com, 2023). In addition, teens should start to make their own decisions. This is documented in a transition plan that becomes part of a student’s IEP when they enter grade 9 or earlier (Minnesota Revisor, 2015b). See the “Supporting Student Success” section for additional strategies.