ADHD

ADHD affects focus and self-control but is treatable. Learn symptoms, diagnosis & supports—then book Doccy for advice, review & care.

Dr. Louis J Sisk

BSc(Hons) MBChB MRCS(Glasg) MTrauma

Published: August 23, 2025

The Basics of ADHD

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that affects attention, self-regulation and impulse control. It often starts in childhood, can continue into adulthood, and responds well to the right mix of support, skills and (when appropriate) medication.

Common signs

• Difficulty focusing, organising or finishing tasks
• Restlessness, fidgeting, talking a lot, acting before thinking
• Forgetfulness, losing things, time-blindness, “all-or-nothing” effort
• In adults: overwhelm, procrastination, emotional reactivity, under-performance despite strong potential

Get urgent help if someone becomes very aggressive or talks about self-harm. Call 000 in an emergency, or reach Lifeline 13 11 14 / Kids Helpline 1800 55 1800 for immediate support.

Overview

ADHD is not laziness or a lack of intelligence. It is linked to differences in the brain systems that manage attention, motivation and executive functions (planning, working memory, self-monitoring). Genetics play a strong role; environment and health factors can influence how ADHD shows up day-to-day.

In Australia, ADHD is common: roughly 1 in 20 people are affected across the lifespan. Many are undiagnosed, particularly girls/women and adults, because symptoms can be masked or explained away (e.g., “anxious”, “messy”, “unmotivated”). Effective recognition and tailored support can be life-changing. ¹

ADHD across the lifespan

Children (primary school)
You might notice constant movement, talking, distractibility, big emotions, trouble waiting a turn, or “good at short bursts, struggles with routines”. Reading is often fine; remembering instructions, handwriting, planning and tidy work are common hurdles.

Adolescents (secondary school)
Hyperactivity can look more like inner restlessness. Issues often shift to time management, sustained study, organisation, sleep, and social dynamics. Risk-taking may increase. Comorbid anxiety, depression or learning differences may emerge.

Adults
Symptoms often present as disorganisation, missed deadlines, job-hopping, inconsistent performance, and relationship stress. Many adults report “under-achieving relative to potential” and chronic overwhelm. ADHD can also come with strengths: creativity, hyperfocus on high-interest tasks, rapid problem-solving, energy and empathy. ²

Presentations and symptoms

• Inattentive: difficulty sustaining focus, following through, organising tasks, remembering details; easily distracted or “zoned-out”.
• Hyperactive-impulsive: fidgeting, restlessness, excessive talking, interrupting, acting before thinking; better with movement built into the day.
• Combined: features of both.

Symptoms must be persistent, present across settings (home/school/work), and impairing (get in the way of learning, relationships or job performance) — not just occasional bad days. ²

Strengths and challenges

Common strengths

• Creativity, divergent thinking and rapid idea-generation
• Hyperfocus on high-interest topics; persistence when motivated
• Courage to try new things; spontaneity and humour
• High empathy, fairness and strong sense of justice

Common challenges

• Executive function skills (planning, prioritising, time awareness, working memory)
• Transitions and task initiation (“getting started”)
• Emotional regulation (fast highs and lows)
• Sleep rhythm, screen overuse, inconsistent routines

A good care plan amplifies strengths while reducing friction from the challenges.

How common is ADHD in Australia?

• Around 1 in 20 Australians have ADHD, across children and adults. ¹
• AADPA estimates 6–8% of children and 3–5% of adults meet criteria — over 1 million people nationally. ³
• Use of ADHD medicines has risen as access improves: from 2 per 1,000 Australians in 2004–05 to 22 per 1,000 in 2023–24 (PBS data). This reflects growing recognition and treatment, particularly in adults and women whose symptoms were previously overlooked. ⁴

Rising treatment doesn’t mean “over-diagnosis” by default — it often means catch-up after decades of under-recognition, especially for groups who “mask” symptoms.

What causes ADHD?

There isn’t one single cause. Instead, ADHD reflects heritability plus interacting environmental influences:

• Genetics: runs strongly in families; many common gene variants each contribute a small amount.
• Brain networks: differences in fronto-striatal and fronto-cerebellar circuits affecting executive function and reward processing.
• Perinatal/early life factors: prematurity, very low birth weight, prenatal exposure to tobacco/alcohol, significant early adversity — risk factors, not causes on their own.

None of this implies blame. The key is support tailored to the individual. ²

Diagnosis in Australia (what to expect)

ADHD is a clinical diagnosis made by a suitably trained practitioner (e.g., paediatrician, psychiatrist, or GP with advanced training, often involving a psychologist). The assessment should:

1. Take a detailed history across childhood, school/work and home life, with examples of impairment.
2. Use standardised rating scales from multiple informants (e.g., parent/teacher scales for children; self-report and a collateral informant for adults).
3. Screen for other conditions that may co-exist or mimic ADHD (e.g., anxiety, depression, sleep disorders, autism, learning differences, trauma, thyroid issues, iron deficiency).
4. Apply DSM-5/DSM-5-TR criteria: persistent symptoms, more than one setting, clear impairment, and onset in childhood (for adults, a history of traits since youth).
5. Provide a clear written plan with recommendations for school/work adjustments and follow-up. ^{2 5}

Tip: Bring school reports (comments about attention/organisation), previous assessments, and a list of real-world examples (e.g., missed deadlines, lost items, conflict over chores, fines for late bills). This makes the assessment more accurate and efficient.

Treatment: what actually helps

1) Psychoeducation and skills

Understanding how ADHD works is therapeutic. Good care includes:

• Explaining ADHD to the person and their family in plain language
• Executive function coaching: task breakdown, time-blocking, external reminders, visual schedules
• CBT/DBT-informed strategies for emotional regulation, procrastination and perfectionism
• Parent/carer training (for children): positive reinforcement, consistent routines, planned breaks, calm de-escalation ²

2) Education and workplace adjustments

Reasonable adjustments level the playing field:

• School: movement breaks, chunking tasks, written instructions, extended time, reduced copying from board, assistive tech, predictable routines
• Uni/TAFE: accessibility/disability supports, assignment extensions, lecture recordings, quiet rooms
• Work: clear written priorities, shorter meetings, noise-reducing headphones, flexible hours, project management tools, one-thing-at-a-time workflows

3) Lifestyle foundations

• Sleep: consistent schedule, light exposure in the morning, limit late caffeine/screens; address sleep apnoea if snoring/daytime sleepiness
• Movement: regular physical activity improves attention, mood and sleep
• Food: regular meals, protein at breakfast, limit energy drinks; consider iron levels if fatigued (with GP)
• Digital hygiene: app limits, notifications off by default, use website blockers during focus blocks

4) Medicines (when appropriate)

For many, medication is highly effective for core symptoms and can reduce frustration, accidents and relationship stress.

Stimulants (e.g., methylphenidate and dexamphetamine, plus lisdexamfetamine) are first-line for most people; non-stimulants (e.g., atomoxetine, guanfacine XR in young people) are options when stimulants aren’t suitable or tolerated. In Australia, many ADHD medicines are PBS-subsidised under authority prescriptions; regulations vary by state/territory. Your prescriber will monitor benefits and side-effects (sleep, appetite, blood pressure, heart rate, mood) and set up review. ^{2 5}

Important: Medication is part of a package — it works best alongside skills, routines and adjustments.

Common co-existing conditions

Up to half of people with ADHD may experience anxiety, depression, learning differences (e.g., dyslexia), autism, tic disorders, sleep disorders, or substance use problems. Treatment plans should screen and treat co-existing conditions, because improved mood/sleep often reduces ADHD friction, and vice-versa. ²

Living well with ADHD: practical playbook

At home

• Use a household dashboard: shared calendar, whiteboard with weekly priorities, colour-coded bins/hooks
• Externalise memory: everything visible and labelled; “one home” for keys/wallet
• Two-minute rule: if a task takes less than two minutes, do it now
• Rule of three: pick three outcomes per day (one “must”, two “shoulds”)

Studying

• Work in short sprints (e.g., 20–30 minutes) with 5-minute movement breaks
• Start with a 30-second “just open it” ritual to overcome task initiation
• Break large assignments into visible steps; schedule start dates, not just due dates

Working

• Begin the day with a 10-minute plan: top 3 tasks, blocked in the diary
• Single-task with full-screen windows; silence notifications; batch emails
• Ask for clear priorities and check-ins; request written follow-ups after meetings

Money & admin

• Automate bills; use pay-on-payday rules
• Keep a single inbox for action items; process (don’t just read) daily
• Use habit stacks: attach a small admin task to an existing routine (e.g., after breakfast)

Safety and when to seek help

• Immediate danger or self-harm risk: call 000.
• Crisis support: Lifeline 13 11 14, Beyond Blue 1300 22 4636, Kids Helpline 1800 55 1800.
• Worsening mood, anxiety, insomnia, or medication concerns: contact your GP or prescriber promptly.

Access and costs in Australia

• Medicare covers GP/psychiatry/paediatrics consultations (gap fees vary).
• PBS subsidises many ADHD medicines (authority required; eligibility varies).
• Allied health: psychology/OT/coach — access via Better Access (mental-health plan) or private.
• School supports: via school learning support and state programmes; universities offer disability/access services.
• NDIS: may be available for people with significant, permanent functional impairment; eligibility is not automatic for ADHD alone.

If waitlists are long, ask your GP about interim supports (skills groups, online CBT tools, sleep clinic, dietitian) and shared-care arrangements.

Myths vs facts

• “ADHD is just bad behaviour.”
  Myth. ADHD is a neurodevelopmental condition with recognisable patterns and strong heritability. Support works. ²

• “People grow out of it.”
  Some do see symptom reduction, but many continue to experience impairments into adulthood without support. ¹

• “Medication fixes everything.”
  No. Medication can dramatically help core symptoms, but skills, routines and adjustments are still essential. ²

• “Only boys have ADHD.”
  No. Girls and women are often under-recognised because symptoms may be quieter (inattentive, internalised). ¹

Key takeaways

• ADHD is common and treatable. The best results come from education + skills + adjustments + (when suitable) medication.
• A proper clinical assessment looks at symptoms across settings, functional impact, and co-existing conditions.
• Small, steady changes — sleep, movement, task design, external reminders — make daily life easier and more predictable.
• If things feel unsafe or overwhelming, help is available now — 000 in an emergency; Lifeline 13 11 14 / Kids Helpline 1800 55 1800 for support.

References