Growing up with ADHD presents unique challenges, but it can also foster distinct strengths.
Individuals may struggle with focus and organization, yet often display creativity, energy, and hyperfocus abilities.
Resilience is crucial as it helps people with ADHD navigate difficulties, adapt to their environment, and leverage their strengths.
Understanding resilience factors can inform support strategies, promoting positive outcomes and improved quality of life for those with ADHD throughout their development.
Dangmann, C. R., W. Skogli, G. K., G. Holthe, M. E., M. Steffenak, A. K., & Andersen, P. N. (2024). Life Gets Better: Important Resilience Factors When Growing Up With ADHD. Journal of Attention Disorders. https://doi.org/10.1177/10870547241246645
Key Points
- The main finding is that despite challenges, life gets better for individuals with ADHD as they enter emerging adulthood (ages 21-24).
- Key resilience factors include strategies to regulate ADHD symptoms, valuable relationships, acceptance, seeing positives of ADHD, tailored non-stigmatizing support, and meaningful activities.
- Acceptance from society and self-acceptance were particularly important and related to all other resilience factors.
- Limitations include potential recall bias and the specific Norwegian context of the study.
- Understanding resilience factors in ADHD is important to complement knowledge of risk factors and support positive developmental outcomes.
Rationale
ADHD is associated with challenges like poor academic performance, reduced social functioning, stigmatization, and co-occurring mental health conditions (Franke et al., 2018; Lebowitz, 2016).
However, developmental outcomes are diverse and negative outcomes are not inevitable (Lee et al., 2016).
There is increasing interest in strength-based approaches and resilience in ADHD (Grønneberg et al., 2023).
This study aimed to explore what emerging adults with ADHD describe as important resilience factors when growing up, to better understand adaptive variations and complement knowledge of risk factors.
Method
The study used a qualitative approach with individual semi-structured interviews. Thematic analysis was conducted following Braun and Clarke’s (2006) six-step process.
Initial theoretical coding based on socioecological resilience frameworks was followed by a more inductive approach to identify themes. Multiple researchers were involved in the analysis process to enhance rigor.
Sample
10 emerging adults (5 female, 5 male) aged 21-24 years who had participated in a 10-year longitudinal study of children diagnosed with ADHD.
Participants were purposively sampled for gender balance from the 65 remaining participants in the longitudinal study. Most had completed upper secondary education and were working. Living situations varied.
Results
The main theme was that “life gets better” over time. Key resilience factors included:
- Strategies to regulate ADHD: Participants developed practical cognitive and emotional regulation strategies over time. “If I tidy around me, it becomes tidy up here (points to head). But if it is messy around me, it also becomes messy up here.” (Participant 3)
- Valuable relationships: Long-term, stable, trusting relationships provided support and acceptance. “My grandmother has always been cheering me on. When everybody else was like: ‘My God, you haven’t accomplished anything’… But grandma was always like: ‘Great! I knew you could do it’… A supporter.” (Participant 2)
- Acceptance: Societal acceptance and self-acceptance were crucial for reducing stigma and developing a positive identity. “I feel that accepting symptoms, accepting I am not a broken person or a mistake… Instead, I just function in a slightly different way and many others also function in that way.” (Participant 6)
- Seeing positives of ADHD: Participants identified strengths like high energy, hyper-focus, creativity, and resilience. “Larger energy battery […] that is one of the positive things about ADHD, that you have the energy to just continue.” (Participant 10)
- Tailored, non-stigmatizing support: Knowledge about ADHD and active participation in support planning were important. “Listen to the student. Just listen to what he/she, the student, might need help with. If the student does not want help, don’t give any, if he just wants extra time […] just try to help with that. The most important things are communication and the effect.” (Participant 10)
- Meaningful activities: Engaging in enjoyable activities provided mastery experiences and social connection. “I think it is important to find out what makes you flourish, cultivate it and maybe that will help you with the things you struggle with.” (Participant 5)
Insight and Depth
This study provides valuable insights into the lived experiences of emerging adults who have grown up with ADHD, highlighting the dynamic nature of resilience.
The findings suggest that resilience in ADHD involves continuous adaptation rather than a return to a pre-existing state.
The importance of acceptance at both societal and individual levels emerged as a crucial factor, interconnected with all other resilience themes.
This aligns with the minority stress model, suggesting that reducing stigma and promoting acceptance could significantly impact well-being for individuals with ADHD.
Implications
The study’s findings have important implications for clinical practice and support for individuals with ADHD.
The overall message that “life gets better” can provide hope for children, adolescents, and families struggling with ADHD-related challenges.
Interventions should focus on building resilience both within the individual and their environment, adopting a more systemic approach.
Enhancing ADHD knowledge among professionals and the general public could improve acceptance, reduce stigma, and lead to more tailored, effective support.
Encouraging participation in meaningful activities could promote mastery experiences and social connections, contributing to overall well-being.
Strengths
This study had several methodological strengths, including:
- The study captured the perspectives of emerging adults reflecting on their experiences growing up with ADHD, providing valuable insights into the developmental trajectory.
- The qualitative approach allowed for rich, detailed accounts of resilience factors.
- The sample included an equal number of male and female participants, allowing for diverse perspectives.
- The analysis involved multiple researchers, enhancing the rigor and trustworthiness of the findings.
- The study builds on a 10-year longitudinal study, providing context for the participants’ current perspectives.
Limitations
The study also had several limitations, including:
- The sample was relatively small (10 participants) and from a specific Norwegian context, which may limit generalizability to other cultural or socioeconomic settings.
- Participants were reflecting on past experiences, which could introduce recall bias.
- All participants were diagnosed with ADHD as children; experiences may differ for those diagnosed later in life.
- Several participants no longer met criteria for adult ADHD diagnosis, which might influence their current perspectives.
- The study did not explicitly explore gender differences in experiences, which could be an important area for future research.
Conclusion
This study provides valuable insights into resilience factors for individuals growing up with ADHD, highlighting that despite challenges, life often improves as they enter emerging adulthood.
The findings emphasize the importance of acceptance, both societal and self-acceptance, in fostering resilience.
The study suggests a need for more systemic approaches to supporting individuals with ADHD, focusing on building resilience within both the individual and their environment.
Future research could explore these themes in diverse cultural contexts, investigate gender differences in resilience experiences, and examine how to effectively promote acceptance and reduce stigma surrounding ADHD.
Understanding and fostering resilience in ADHD is crucial for supporting positive developmental outcomes and improving quality of life for individuals with ADHD.
References
Primary reference
Dangmann, C. R., W. Skogli, G. K., G. Holthe, M. E., M. Steffenak, A. K., & Andersen, P. N. (2024). Life Gets Better: Important Resilience Factors When Growing Up With ADHD. Journal of Attention Disorders. https://doi.org/10.1177/10870547241246645
Other references
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Franke, B., Michelini, G., Asherson, P., Banaschewski, T., Bilbow, A., Buitelaar, J. K., Cormand, B., Faraone, S. V., Ginsberg, Y., Haavik, J., Kuntsi, J., Larsson, H., Lesch, K.-P., Ramos-Quiroga, J. A., Réthelyi, J. M., Ribases, M., & Reif, A. (2018). Live fast, die young? A review on the developmental trajectories of ADHD across the lifespan. European Neuropsychopharmacology, 28(10), 1059-1088. https://doi.org/10.1016/j.euroneuro.2018.08.001
Grønneberg, S. V., Engebretsen, E., & Løkkeberg, S. T. (2023). Stories of hope: Young people’s personal narratives about ADHD put into context of positive aspects. Qualitative Health Research, 34(1-2), 48-60. https://doi.org/10.1177/10497323231206936
Lebowitz, M. S. (2016). Stigmatization of ADHD: A developmental review. Journal of Attention Disorders, 20(3), 199-205. https://doi.org/10.1177/1087054712475211
Lee, S. S., Sibley, M. H., & Epstein, J. N. (2016). Attention-deficit/hyperactivity disorder across development: Predictors, resilience, and future directions. Journal of Abnormal Psychology, 125(2), 151-162. https://doi.org/10.1037/abn0000114
Keep learning
Suggested Socratic questions for a college class to discuss this paper:
- How might the concept of resilience in ADHD differ from resilience in other contexts? What are the implications of viewing resilience as a continuous process rather than a return to a previous state?
- In what ways might societal acceptance and self-acceptance be interconnected for individuals with ADHD? How could this understanding inform interventions or support strategies?
- How might the experience of growing up with ADHD differ in various cultural or socioeconomic contexts? What factors should be considered when applying these findings to diverse populations?
- What are the potential benefits and drawbacks of framing ADHD experiences through the lens of the minority stress model? How might this perspective influence policy and practice?
- How might the timing of ADHD diagnosis (in childhood versus adulthood) affect the development of resilience factors? What implications does this have for early intervention and support?
- In what ways could the identified resilience factors be promoted or supported in educational settings? What challenges might arise in implementing such strategies?
- How might gender influence the experience of growing up with ADHD and the development of resilience? Why is it important to consider intersectionality in ADHD research?
- What ethical considerations arise when promoting the message that “life gets better” for individuals with ADHD? How can this message be communicated responsibly?
- How might the concept of neurodiversity relate to the findings of this study, particularly regarding acceptance and seeing positives in ADHD?
- In what ways could longitudinal research further enhance our understanding of resilience in ADHD across the lifespan? What specific questions remain unanswered?
