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Getting stuff done with ADHD is like climbing Mount Everest in sneakers. It can be done, but not easily or productively.

On the other hand, good productivity hacks and strategies are helpful — but only if you use them. So how do you keep showing up and learning how to apply the solid strategies you’ve accumulated but not successfully executed? A resilient mindset can keep you hiking up that mountain toward what really matters to you.

Learn the strategies that will help you gain the motivation and momentum you need to stay on track at work and in your personal life. In this webinar, you will learn:

• Why it’s important to cut yourself some slack; changing habits is hard.
• To notice the effort you’re putting in and the strategies that you are using—then keep going.
• How to keep your eye on the prize by being clear about what you’re working toward.

Strategies to get through the inescapable boring stuff with the least amount of suffering.

Have a question for our expert? There will be an opportunity to post questions for the presenter during the live webinar.

Productivity Hacks for ADHD: Resources

• Free Download: Focus Your ADHD Brain With 5 Helpful Hacks
• Read: Popular Productivity Advice That Torpedoes the ADHD Brain
• Read: How to Not Procrastinate When Task Avoidance Strikes
• Read: The Everyday Rationales That Let Procrastination In

Meet the Expert Speaker

Ari Tuckman, Psy.D., MBA., is a psychologist, international presenter, ADHD thought leader, and the author of five books on ADHD, including his latest, The ADHD Productivity Manual. (#CommissionsEarned)

He is a former vice president of ADDA and now has a practice in West Chester, Pennsylvania, where he works with adults and adolescents with attention challenges.

#CommissionsEarned As an Amazon Associate, ADDitude earns a commission from qualifying purchases made by ADDitude readers on the affiliate links we share. However, all products linked in the ADDitude Store have been independently selected by our editors and/or recommended by our readers. Prices are accurate and items in stock as of time of publication.

Webinar Sponsor

ADHD can make it feel impossible to stay productive, no matter how much you want to get things done. Inflow gets it. Their science-backed program, developed by ADHD experts, helps you understand procrastination and build a productivity mindset that actually sticks so you can learn how to work with your brain, not against it. Take the free ADHD traits quiz to start your journey.

ADDitude thanks our sponsors for supporting our webinars. Sponsorship has no influence on speaker selection or webinar content.

Certificate of Attendance: For information on how to purchase the certificate of attendance option (cost $10), register for the webinar, then look for instructions in the email you’ll receive one hour after it ends. The certificate of attendance link will also be available here, on the webinar replay page, several hours after the live webinar. ADDitude does not offer CEU credits.

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Many of us with ADHD, autism, and other forms of neurodivergence only started to “bring our whole selves” to work quite recently. As a result of neurodiversity training and DEI efforts, we began to unmask. We spoke more openly about executive dysfunction and sensory needs. We asked for accommodations, formally and informally.

But today, as DEI programs fade and inclusion efforts stall, many of us feel a familiar pressure returning. Overtly or covertly, we are no longer encouraged to be ourselves at work. Instead, we’re expected to mask and conform to neurotypical standards again. The pressure is back — to people-please, to be extra easy, extra agreeable, extra adaptable, and to act like everything is fine.

And it’s exhausting. We expend energy in ways most people never notice: suppressing our stims, rehearsing conversations, monitoring our behaviors. The extra cognitive load carries consequences: more burnout, more dysregulation, and far less access to our actual strengths.

What do we do when the progress we counted on begins to recede?

1. Avoid Personalizing It

Sometimes it’s easy to recognize what’s happening because the signs are obvious: The DEI team is cut. The language in the handbook changes. Sometimes it’s just a vibe shift — silence replacing celebration. The unspoken expectations to get things done and avoid standing out or speaking up. Either way, the signal is the same: Masking is back on the table.

Recognizing what’s actually happening – that these are structural changes and not a reflection on your abilities – will, I hope, help you avoid internalizing these changes as personal failures. As with all structural changes, the problem is not yours alone to fix.

[Read: “DEI – and Neurodivergence – Are Under Attack”]

2. Redefine Professionalism Before It Defines You

Too often, “professionalism” is code for “hide what makes you different.” But professionalism isn’t about being quiet or predictable. It’s about communication, accountability, and showing up with intention.

From scripts and stim toys to time-blocking apps and task batching, plenty of  tools and supports exist to help you do your job. Just remember: You don’t have to become someone else to meet expectations.

3. Find Safe Micro-Spaces

Even when company culture shifts, individuals inside it often don’t. Think of the co-worker who quietly advocates. The manager who gets it. The group chat where you can be blunt. These safe micro-zones can make a big difference. Tread carefully and look for the places where you can breathe. If you can’t find safe spaces at work, try participating in anonymous online support groups.

4. Don’t Trade Peace for Your Job

If your workplace culture no longer holds space for who you are, protect your energy accordingly. Set boundaries. Scale back. Exit as soon as you can. Do your best to remember that your job does not define you or anyone. You’re not being lazy, dramatic, or “too much” by keeping your peace. You’re responding to an environment that no longer feels safe — and your body knows it before your brain does.

[Q&A: “How Can I Stop People-Pleasing Behaviors at Work?”]

5. Look for the Helpers

In these trying and unprecedented times, it’s important to focus on the people who are doing the work to bring positive change. Whether it’s recognizing the manager or colleague at your job who continues to advocate for inclusive workplace practices or following like-minded, outspoken advocates on social media, make an effort to look for signs that not all is lost.

Perhaps the masking era never really ended. But the promise of inclusion gave many of us hope that we could work — and live — a little more authentically. If that promise is gone, it’s OK to grieve. But it’s also OK to hold your ground. You’ve already learned how to show up. You don’t need to shrink just because the culture did.

Lack of Inclusion in the Workplace: Next Steps

• Read: 4 Steps to Claiming the Career You Deserve
• Read: “Great Leaders Foster a Positive Work Environment for All Employees”
• Read: “Women with ADHD Prefer Silence Over Disclosure. This Needs to Change.”

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Typing and handwriting lecture notes are equally effective methods for helping students with ADHD learn and recall information presented in class, and each one is far superior to taking no notes, finds a new study conducted by researchers at Indiana University. In addition, researchers found that both slower handwriting speed and worse sustained attention were related to higher ADHD symptoms.¹

In the study, 152 college students (46 with an ADHD diagnosis, 105 without) were divided into three groups: one cohort was instructed to handwrite notes, one was instructed to type notes, and one was instructed not to take notes. The students then watched a 15-minute TED talk and were given a free response quiz with no opportunity to review their notes. In addition to grading the assessment, researchers measured the participants’ handwriting speed, typing speed, fine motor dexterity, sustained attention, and severity of ADHD symptoms.

The learning benefit associated with both handwriting and typing notes was greater for students with higher ADHD symptom severity, causing researchers to conclude that, “active notetaking facilitates significant encoding gains in individuals with higher ADHD symptoms, critically suggesting that not taking notes is especially detrimental for those with higher symptoms.”

Challenges of Note Taking with ADHD

Previous research has demonstrated that students with ADHD face considerable challenges taking effective notes because of issues with working memory, transcription fluency, handwriting speed, and listening comprehension.^{2, 3}

Because of this, many postsecondary students with ADHD receive academic accommodations that allow them to receive copies of notes, either from a designated notetaker, a speech-to-text software, or an artificial intelligence note-taking program.

While notetaking accommodations offer students with ADHD access to good, quality notes they might not be able to produce themselves, the process of note-taking itself offers benefits that student with notetaking accommodations may be missing, the study’s researchers explain.

“The in-the-moment, active process of transcribing lecture information via notetaking facilitates learning, independent of studying, coined as the encoding effect,” ⁴ write the study’s authors. “It is theorized that encoding benefits arise from the sensorimotor engagement notetaking affords through transcription, as well as the cognitively demanding nature of the notetaking process.”

The study’s authors point out the dearth of research exploring whether notetaking accommodations actually reduce academic impairment related to ADHD, and they urge educators and providers supporting students with ADHD to consider that, “not taking notes may prevent individuals with higher ADHD symptoms from benefiting from initial learning gains active notetaking affords.”

Handwritten and Typed Notes Equally Beneficial

While notetaking’s cognitively demanding nature is precisely what gives rise to its benefits — including helping students with ADHD sustain attention — it is also why students with ADHD avoid or struggle to take notes.

Susan Kreuger, M.Ed., offers more detail about why notetaking is so taxing, in an ADDitude article titled “Notes on Taking Notes:” “Taking notes should be more than writing down information as a teacher is lecturing. A student needs to pay attention and try to understand what the teacher is teaching. He should be able to distinguish the big picture from insignificant details.”

For some, notetaking is particularly draining because of its fine motor demands. The study found that students with ADHD exhibited slower handwriting speeds than did neurotypical students, which slowed their transcription speed. By contrast, no differences in typing speed were found between the ADHD and non-ADHD groups.

The researchers urge students with handwriting challenges to explore the use of a keyboard which, “may free up cognitive resources during the notetaking process and provide opportunity for in-the-moment encoding benefits.”

Sources

¹Shimko, G. A., & James, K. H. (2025). The effects of notetaking modality and symptoms of attention-deficit/hyperactivity disorder (ADHD) on learning. Educational Psychology, 1–20. https://doi.org/10.1080/01443410.2025.2493257

²Vekaria, P. C., & Peverly, S. T. (2018). Lecture note-taking in postsecondary students with attention-deficit/hyperactivity disorder. Reading and Writing: An Interdisciplinary Journal, 31(7), 1551–1573. https://doi.org/10.1007/s11145-018-9849-2

³Gleason, J. D. (2012). An Investigation of the Note-Taking Skills of Adolescents with and without Attention Deficit Hyperactivity Disorder (ADHD): An Extension of Previous Research (Doctoral dissertation, Columbia University).

⁴Di Vesta, F. J., & Gray, G. S. (1972). Listening and note taking. Journal of Educational Psychology, 63(1), 8–14. https://doi.org/10.1037/h0032243

Here’s how to recover from early setbacks and forge a path to a satisfying work life.

How to Find a Job You Love

#1. Expose Your Strengths

You have unique talents, some of which may remain hidden. Take assessments like the VIA Character Strengths survey (free) and the CliftonStrengths Assessment to reveal them.

• Reflect on your talents, passions, and childhood interests. What did you do that made people say, “You’re a natural”? What do you love to do?
• Many adults with ADHD excel at creative problem-solving and pattern recognition. They’re curious and they can hyperfocus. What captures your interest?
• Brainstorm specific steps to develop your passions into career strengths.

[Need Help Finding Your Passion? Use This ADHD “Brain Blueprint”]

#2. Try Something New

Self-doubt can keep you from moving forward. Women with ADHD often duck under the radar at work to avoid “getting into trouble.” Others feel that trying something new invariably leads to failure, so they play it safe. Climbing the career ladder demands self-confidence and a willingness to step out of comfort zones.

• Start by setting small goals. Create routines, habits, or systems to overcome the issues that steal your confidence. Few problems resolve immediately, but consistent action will bring about change.
• Celebrate every small win. This will reinforce positive habits.
• Practice self-compassion. Change is hard. Setbacks are learning opportunities. Your self-confidence will grow as you begin to recognize and refine your abilities.

#3. Pursue Training

Some adults with ADHD avoid higher education or training because of significant struggles in secondary school. But training for the career you want will activate your strengths and interests. Plus, as an adult, you’ll have more agency and control over your educational experience.

• Enroll in one class at a time. Start small to prevent overwhelm. Don’t let setbacks discourage you. When I returned to university, I took one class each semester for two years. It took me almost nine years to graduate. I succeeded while working full-time and managing a household with two children.
• Explore flexible learning options. You can take online courses for which you set the schedule. Or you might prefer vocational training that is offered after 5 p.m.
• Set aside time to learn. Find a body double who will work on their own tasks beside you to prevent procrastination. If you can’t find someone, consider a service like Focusmate, a virtual coworking site with limited weekly sessions free of charge, or unlimited sessions for a fee.
• Apps like Speechify and other text-to-speech technology can help you overcome reading challenges. If you learn best by doing, consider an apprenticeship or volunteering with a nonprofit or a civic organization.

[Read: What’s the Secret to Thriving at Work? 5 Keys for ADHD Adults]

#4. Choose the Right Career

A rewarding career is one that utilizes and values your skills.

• Identify what you dislike. A client found the helping nature of social work attractive, but struggled under mountains of paperwork. She now applies her training in a patient advocacy group instead. She gets to help people without the bureaucracy.
• Before committing, interview and shadow professionals in your desired field.
• Start your next career as a side gig. A client of mine who enjoyed the creative side of social media took several online courses. As a freelancer, she managed her clients’ online accounts. Later, she was hired full-time by one of her clients.
• If you like your job, but some of its duties demand too much reliance on an area of weakness, talk with your employer. You’ll perform best if you work with your strengths, and your employer will get a bigger return on investment by shifting responsibilities accordingly.

Your options needn’t be limited because you have ADHD or you left the education system too soon. Keep building your skills and exploring opportunities until you find meaningful work.

How to Find a Job You Love: Next Steps

• Read: “I Love What I Do” — Jobs That Reward People with ADHD
• Read: Work Challenges — Common ADHD Pitfalls That Kill Productivity
• Read: 18 Questions That Reveal Your Ideal Career

Linda Walker, PCC, is the author of With Time to Spare: The Ultimate Guide to Peak Performance for Entrepreneurs, Adults with ADHD and Other Creative Geniuses.(#CommissionsEarned)

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

#CommissionsEarned As an Amazon Associate, ADDitude earns a commission from qualifying purchases made by ADDitude readers on the affiliate links we share.

Music exerts powerful, and largely positive, forces on the brain regions responsible for decision-making, memory, mood, and comprehension, according to decades of research. ^{1, 2, 3, 4, 5} But what types of music work best for individuals with ADHD? Two new studies suggest that stimulating music, and specifically songs with strong, targeted amplitude modulations, promotes attention and improves cognition in adults with ADHD symptoms.

Why ADHD Brains Prefer Stimulating Music

A peer-reviewed study published in the journal Communications Biology found that music with strong, targeted amplitude modulations (AM + Music) sustains attention for people with ADHD symptoms by engaging the brain regions responsible for cognitive control. ⁵

“We were interested to see if music with different acoustic properties would affect people differently depending on their attentional capacity,” the researchers wrote. “If so, people with attentional deficits, such as symptoms of ADHD, may need specifically designed focus music.”

For the study, researchers conducted four experiments that measured participants’ sustained attention while completing tasks and listening to either AM + Music, control music (with slow amplitude modulations), or pink noise.

The amplitude-modulation music in the research was provided by Brain.fm, a functional music app that combines original compositions with audio technology developed through a collaboration with researchers at MIND lab and funded, in part, by the U.S. National Science Foundation, Brain.fm’s music includes targeted amplitude modulation — rhythmic pulses not typically found in music — designed to impact the brain patterns associated with cognitive control. The music does not contain any vocals or strong melodies.

Participants who received AM + Music as the first music condition significantly outperformed those who received other music conditions first during the initial experiment. The researchers measured the sustained attention of the 83 participants with ADHD using the Sustained Attention to Response Task (SART), a computerized task that tests and measures consistent focus.

“People with ADHD benefit from ‘rhythmic entrainment,’ using strong, steady rhythms to imprint structure and consistency,” said Roberto Olivardia, Ph.D., a clinical psychologist and Clinical Instructor of Psychology at Harvard Medical School. “This assists with regulation of attention and behavior.” Olivardia discussed the Communications Biology study in a presentation at the 2024 Annual International Conference on ADHD titled “We Got the Beat: The Impact of Music on ADHD.”

The researchers then reproduced the same task and background conditions in two neuroimaging experiments using fMRI and EEG to study the brain’s response to the different types of music and task-related activities. These results showed significantly higher activation in multiple brain regions related to executive function during the AM + Music condition than in the other two conditions.

Forty participants had their EEGs recorded while they performed the SART task under the same three background music conditions. The EEG measurements revealed greater stimulus brain-coupling (where two or more brains exhibit synchronized neural activity) during the presence of AM + Music.

“These results suggested that amplitude modulation could underlie the difference in performance observed in the first experiment and the differences in functional network activity observed in the second experiment,” the researchers wrote.

What Is Amplitude Modulation?

Amplitude modulation is a technique for creating sounds and effects, such as tremolo, vibrato, or phasing (when multiple musicians perform the same musical pattern at different times).

“All music contains modulation to some degree, but it isn’t controlled to impact brainwaves systematically,” Psyche Loui, Ph.D., Associate Professor of Creativity and Creative Practice and Director of the Music, Imaging, and Neural Dynamics Laboratory (MIND Lab) at Northeastern University, told ADDitude.

Loui describes low modulation levels as barely perceptible, “like a gentle thrumming,” and high levels might be quite noticeable, like a “distant helicopter.”

“Higher levels of modulation will have a stronger effect on the brain but may be considered intrusive or annoying to neurotypical people,” says Loui, a lead researcher on the study.

The study’s final experiment included music that differed only in the rate or depth of amplitude modulation. Brain.fm’s music includes targeted amplitude modulation — rhythmic pulses not typically found in music — designed to impact the brain patterns associated with cognitive control. The music does not contain any vocals or strong melodies.

The researchers found that participants who were more likely to have ADHD, based on self-reported symptoms, performed significantly better over time listening to heavily modulated music than did participants without ADHD symptoms.

“We know that these modulations in music drive neural oscillations (brainwaves) at the same fast rates, namely, Beta waves (12-20Hz),” Loui says. “Our current hypothesis as to why this helps is that ADHD brains need a boost in these brainwaves to function best. The ADHD brain needs strong stimulation to really kick it into gear, so to speak.

“Brain.fm adds modulation to music that is strong, regular, and most importantly, faster than modulation you would find naturally in music,” she continues. “The music consistently encourages your brainwaves to stay in a pattern associated with focus.”

While the study’s results suggest that listening to heavily modulated music could increase focus and sustained attention in people exhibiting ADHD symptoms, it does not rule out alternative types of music.

“All types of music can sustain attention for someone with ADHD,” Olivardia says. “It is really an individual decision and depends on context. When reading, I listen to instrumental music. When trying to go to sleep, Enya is my go-to. When writing, it is often loud, cacophonous punk music. It is whatever grounds someone.”

Charting Differences in Music Preferences

A recent study published in Frontiers in Psychology found that the music listening habits of young adults with ADHD symptoms differ from those of their neurotypical peers during both less cognitively demanding activities (e.g., cleaning, cooking, or engaging in sports) and more cognitively demanding activities (e.g., studying, learning, writing, problem-solving, etc.). ⁶

The study found that young adults with ADHD symptoms listen to significantly more background music (BM) while studying and engaging in sports and other less cognitively demanding activities than do their neurotypical peers. The amount of time spent listening to BM while participating in more cognitively demanding activities did not significantly differ between the two groups.

Based on online survey responses, researchers found significant differences between the study’s control group (316 young adults) and its ADHD group (118 young adults likely to have ADHD based on self-reports) regarding preferences for certain musical characteristics and styles. The ADHD group had a significantly stronger preference for stimulating music compared with the control group during more and less cognitively demanding activities; a higher percentage of the control group reported preferring relaxing music.

“Young adults screened with ADHD may seek additional stimulation to maintain their cognitive engagement, especially during activities like studying, where mind wandering can be more common due to its boring and monotonous nature,” the researchers wrote.

During More Cognitively Demanding Activities

The ADHD group preferred listening to:

• classical or opera (36.4%)
• pop (32.2%)
• alternative or indie (25.4%)

The control group preferred listening to:

• pop (44.9%)
• classical or opera (34.8%)
• jazz or blues (27.2%)

During Less Cognitively Demanding Activities

The ADHD group preferred listening to:

• pop (53.3%)
• rap or hip-hop (33.9%)
• popular songs from their culture (30.5%)

The control group preferred listening to:

• pop (57.9%)
• dance/techno/electronic music (34.5%)
• popular songs from their culture (28.8%)

Select Your Soundtrack

Check out the ADDitude Spotify channel for playlists by and for ADHD brains based on suggestions from ADDitude readers and editors.

Brain.fm is offering a free 30-day trial to ADDitude readers at https://go.brain.fm/additude
Yearly ($5.83/month, $69.99/year) and monthly ($9.99) subscriptions are available.

Sources

¹ Park, J.I., Lee, I.H., Lee, S.J. et al. (2023). Effects of music therapy as an alternative treatment on depression in children and adolescents with ADHD by activating serotonin and improving stress coping ability. BMC Complement Med Ther 23, 73. https://doi.org/10.1186/s12906-022-03832-6

² Kraus, N. and B. Chandrasekaran. (2010). Music training for the development of auditory skills. Nature Reviews Neuroscience 11(8): p. 599-605. https://doi.org/10.1038/nrn2882

³ Chanda, M.L., Levitin, D.J. (2013). The neurochemistry of music. Trends Cogn Sci. 17(4):179-93. https://doi.org/10.1016/j.tics.2013.02.007

⁴ Zimmermann, M. B., Diers, K., Strunz, L., Scherbaum, N., and Mette, C. (2019). Listening to Mozart improves current mood in adult ADHD – a randomized controlled pilot study. Front. Psychol 10:1104. https://doi.org/10.1016/j.tics.2013.02.007

⁵ Woods, K.J.P., Sampaio, G., James, T. et al. (2024). Rapid modulation in music supports attention in listeners with attentional difficulties. Commun Biol. 7, 1376. https://doi.org/10.1016/j.tics.2013.02.007

⁶ Lachance, K., & Gosselin, N. (2025). Listening habits and subjective effects of background music in young adults with and without ADHD. Frontiers in Psychology15, 1508181. https://doi.org/10.1016/j.tics.2013.02.007

March 4, 2025

As the Trump administration moves to dismantle Diversity, Equity, and Inclusion policies in the public and private sectors of the United States, my thoughts turn to one of our country’s largest minority groups: people with disabilities.

According to the Centers for Disease Control and Prevention, more than 1 in 4 Americans — or 70 million individuals — live with a disability. This diverse group spans all age groups, racial and ethnic backgrounds, gender identities, sexual orientations, socioeconomic statuses, and religious beliefs. Disability doesn’t discriminate.

DEI programs and initiatives designed to encourage diversity and promote fairness in education and in the workforce benefit people with disabilities, including those with ADHD. And with the dismantling of these programs, we are witnessing a surge in discrimination toward people with disabilities. The full impact of the Trump administration’s dismantling of DEI policies on people with disabilities is difficult to measure but impossible to discount.

Disability In Dire Straits

I have served as a disability advocate for the past 25 years; 15 of those years were in higher education as a professor, program coordinator, and director of disability services. I have a graduate degree in rehabilitation sciences and am a nationally certified rehabilitation counselor. This is not a field I chose; rather, it chose me.

You see, I am also a mom to three children with disabilities and a fierce advocate for many more. In recent years, I have seen a gradual erosion of the services and protections available to individuals living with disabilities. I have been hesitant to voice my concerns over these changes because, by nature, I am a people pleaser. I stay in my lane, keep my head down, and get my work done. But that all changed two years ago.

[Free Resource: Classroom Accommodations for Children with ADHD]

In April 2023, as an assistant professor and rehabilitation counselor, I was offered the opportunity to train more than 500 rehabilitation counselors on multicultural competencies in counseling, among other things, under Florida’s Vocational Rehabilitation program. Cultural competencies help us, as counselors, support our clients by taking into account their backgrounds and acknowledging our own internal biases. I was excited about this collaboration — until Gov. Ron DeSantis announced that the training was no longer permitted under the state’s new DEI policies.

Soon after, DeSantis signed a bill into law banning the state’s public universities from spending funds on DEI initiatives. This included training counselors on their ethical obligations as professionals. I explained that people with disabilities are from all demographic backgrounds and that counselors who understand cultural differences can more effectively support their clients’ vocational and mental health needs. I even offered to do the workshops for free. I was shut down.

Colleges and universities live under the threat of having funding withheld if they do not comply with political mandates to eliminate courses, programs, student organizations, support services, and other initiatives with DEI components.

[Read: “Here’s What Happened When I Revealed My ADHD on LinkedIn”]

The Escalating Attack on DEI

Florida’s assault on DEI initiatives two years ago foreshadowed what is happening today in American politics, and the threats to public and private institutions alike is real. I fear that President Trump is setting a national agenda and tone that does not value people with disabilities and their vital contributions to society. The evidence of this is everywhere:

1. The standard Accessibility Statement on the White House website was removed by the Trump administration. This lack of visibility and accessibility underscores a lack of concern for Americans with disabilities, who had visible accessibility statements under Presidents Biden and Obama.
2. The U.S. government has eliminated DEI efforts in all federal agencies and is pressuring private companies to do the same.
3. The Trump administration aims to dismantle the U.S. Department of Education (DOE).
• The DOE oversees federal funding for K-12 schools servicing students with disabilities and handles discrimination complaints in education, including non-compliance, under the Americans with Disabilities Act (ADA). Roughly 7.5 million students, or 15 percent of the student population, receive special education under the Individuals with Disabilities Education Act (IDEA), which provides $15 billion to support students with disabilities. Without the federal DOE, funding for students with disabilities would be eliminated, as well the ability to enforce allocation of services to these students.
• The DOE provides protection. Seventeen states are actively working to eliminate 504 Plans in their education systems. The absence of strong federal oversight would leave millions of students vulnerable to discrimination and lacking the resources needed to be successful in school.
• The DOE provides funding to Title 1 Schools. Federal dollars target schools in low-income areas to “provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps by allocating federal funds for education programs and services,” according to the National Center for Education Statistics.
• The DOE oversees federal student aid to college students. Students could lose untold dollars in loans, grants, and federal student aid if the DOE is eliminated.

Disability rights are human rights. Disability rights are civil rights. Disability rights matter.

We must not turn a blind eye to the strategic maneuvers at play in our national politics. America’s leaders are making calculated decisions that threaten to upend the lives of thousands of Americans with disabilities. We must speak out.

What can we do today?

1. Take a stand. Educate yourself and those around you. Advocate for disability rights.
2. Call or write to your local, state, and federal legislators, your local news organizations, and to President Trump and Vice President Vance. Write op-eds explaining these harmful policies.
3. Organize grassroots efforts in your community to support people with disabilities.
4. Check in on people who are affected by these changes. Let them know they are not alone.
5. Boycott businesses that do not value diversity, equity, and inclusion.
6. Practice self-care. Go for a walk. Have dinner with a friend. Dance. Laugh. This is a marathon, not a sprint. We all need to take care of ourselves.

What Does DEI Mean: Next Steps

• Free Download: 40 Winning Accommodations for Your Child with ADHD or LD
• Read: “DEI – and Neurodivergence – Are Under Attack”
• Read: “Justice for All: What We Lose When the Country Abandons DEI”

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Wanted:

The best jobs for ADHD brains.

Applicant Requirements:

Must be creative, energetic, hands-on, intensely engaged (aka hyperfocused), and demonstrate outside-the-box thinking and ingenious problem-solving skills.

Sound like you? Sure, a person’s ADHD-fueled passion can help them shine in that just-right job. The opposite is also true. When a worker’s skill set and job are mismatched – say, a role that requires long hours at a desk, performing repetitive tasks day after day – experts report that ADHD symptoms (inattention, lack of focus, disinterest) can worsen and become impairing.

Career Advice for Adults with ADHD

If you’re on the hunt for an ADHD-friendly job that aligns with your unique strengths, consider the following:

• Emergency first responder: ADHD brains kick into high gear in adrenaline-pumping, high-stakes settings. Think: EMTs, firefighters, police officers, and hospital emergency room staff.
• Nurse: Caring for patients with different needs and demands appeals to the empathy and novelty of ADHD brains.
• Chef: The creativity, tight deadlines, and real-time problem-solving skills required in a professional kitchen leverage many ADHD-related strengths.
• Dog groomer or trainer: You love animals, it’s hands-on, and you get to make friends with dogs.
• Entrepreneur: Tap into your passion by starting a small business. Be your own boss and do important work that changes every day.
• High-tech job: The always-changing tech industry rewards novel solutions to tough problems, which is stimulating for ADHD brains.
• Creative fields: People with ADHD explode with originality, so working as a television producer, party planner, graphic designer, painter, or other inspired job is ideal for many.
• Jobs that require movement: Working as a personal trainer, dog walker, postal carrier, sales clerk, or barista might appeal to some.

[Free Download: 8 Dream Jobs for Adults with ADHD]

Career Ideas from ADDitude Readers

People with ADHD told ADDitude magazine about the jobs they liked best.

“I am a school psychologist. My job is full of variety and change, which keeps my interest and motivation. Although some of my job involves research, paperwork, and meetings, I also have opportunities for challenge and movement when I’m dealing with children and their behaviors.”

“I drive the elderly and disabled to and from appointments. I love it.”

“The monotonous nature of auditing and contract management means I can go into hyperfocus and not have to think. Also, I can spot errors a mile off and develop ideas and solutions where necessary.”

“I’m a middle school and high school teacher, and I absolutely love my job. It allows me to be creative, move around in class, and do different things. I use ChatGPT to help whip up lesson materials whenever I have a really cool idea.”

“Working from home has been my salvation — no more rushing to the car or bus stop, no lost keys, and no forgotten lunch.”

“I work in a shelter. I get to work with a neurodivergent population (both staff and clients), and there’s always something to do.”

“My husband and I nearly destroyed ourselves mentally and physically working at the wrong jobs. Fortunately, we found our niches. I work from home as a hospital billing team lead. It plays into my strengths. My hubby is self-employed.”

Career Advice for Adults with ADHD: Next Steps

• Free Download: Need Help Finding Your Passion? Use This ADHD “Brain Blueprint”
• Read: “From Bowling-Alley Bartender to Cleopatra Waitress: My Story of ADHD Job Hopping”

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This generation faces unparalleled challenges, but the themes of emerging adulthood remain constant: identity exploration and feelings of in-betweenness. From navigating opposition and disillusionment to exploring independence, here are the skills young adults need today — and ways that parents can help them approach these pain points.

Going Nowhere, Fast: How to Counter Pessimism and Opposition

Q: How do we get our child past the why-bother-because-the-world-sucks attitude? This mentality has kept my child from making moves post-college graduation and contributing to the household. Gaming is the only thing that interests them — they oppose almost all our ideas.

Solution: Explore Non-Withdrawal

You can’t make your child think that the world doesn’t suck. And your child isn’t alone in thinking that the world is a dreary place. Many members of Gen Z protest the state of the world by choosing to withdraw from it, mostly by escaping into the virtual. But you can explore — in a non-judgmental, non-hostile way — why your child thinks the world sucks, and whether they can participate in it anyway.

• Go with it. Ask, “If the world sucks, what do you think is going to happen down the road for you? Where do you see this all going?” This won’t be a one-time conversation.
• Show genuine curiosity. Say, “It must be so hard for you to feel like you don’t have any opportunities that are worthwhile in today’s world — that you don’t feel able to mobilize to do the things that you want to do. That must be really tough.”
• Give the benefit of the doubt. Avoid unsolicited advice or digs at your child’s bothersome behaviors (like sleeping all day and staying up all night to game). It only feeds oppositionality.
• Negotiate when the time comes. Most young adults eventually become bored of non-participation, which is good. It opens the door for you to fashion, in collaboration with your child, a way for them to have time to do what they want (in this case, gaming) and contribute to the family household.
• Build up to talks about their goals, not yours. Once your child begins engaging in negotiation, revisit the world-sucks conversation, and add in questions about values and aspirations. Ask:
  • You do care about some things. What might you be able to discover by taking those values and putting them into action?
  • What goals do you have? How can we help you get there? How might we come up with a transition plan?
  • What appeals to you? What might you find fun and rewarding (that also happens to bring you income)?

[Read: 5 Life Skills Every Young Adult with ADHD Should (Eventually) Master]

It’s-Everyone’s-Fault-ism: How to Instill Ownership

Q: My son blames all bad outcomes, such as lost job opportunities, on others. He does not see his role, and he doesn’t wonder what he could do differently next time. How can I help him develop self-awareness and a growth mindset?

Solution: What Floats Your Child’s Boat?

You’ll inspire your child to take ownership of his career and life not by telling him to be more responsible, but by engaging his motivational system.

Be Curious About Frustrations

Say your son abruptly quit his relatively new job because he “hated it.” Use the experience to start a conversation that taps into your child’s motivations.

You: What parts of the job did you hate the most?

Son: The inflexible work hours and how boring some of my tasks were.

You: I see. It seems like these aspects really matter to you, and you weren’t getting what you hoped for from this job. Were there aspects of the job that you liked?

Son: I liked days when I had variability and when I got to use my creative side.

You: It sounds like you know what you want out of a future role. How might you ensure that your next job has more of what motivates you — even enough to put up with the boring parts?

You can take the conversation in multiple directions — from how your son can manage boredom on the job to how he can find opportunities for creativity even when it’s not part of the job description. Either way, this approach will help your child view problems interactively and consider his role in the solution.

Shift to a ‘Try’ Mindset

For many with ADHD, blaming others often develops as a defense mechanism against feeling like a failure, which can turn into learned helplessness and avoidance — the “I’d rather not give myself a chance” mindset. As best you can, teach your son to try, learn from failure, and try again. Say, “Well, maybe that didn’t work out. What else might we try? We’re here for you — let us know when you’re ready to talk.”

[Recommended Reading: “Why Does Fear of Failure Paralyze My Teen with ADHD?”]

Helping or Hurting? How to Support Without Enabling

Q: “My son is always asking me for money. He’s in his late 20s and he moved to another city a few years ago to try to make it in a niche business. He’s taken a regular job while trying to make inroads, but he constantly asks for financial help. I give him what he asks for because he’s in survival mode, and I don’t want to be a dream crusher. Am I supporting or enabling him?”

Solution: Support with Limits & Don’t Swoop In

One of the most daunting yet key aspects of parenting a young adult is knowing when and how much to step back. Young adults need to struggle so they can learn how to resolve problems. Jumping in to save them entirely is not doing them any favors. Everyone struggles to find their way, and your job is to manage your anxiety if you see your child experiencing this normal difficulty. Remember, you’re parenting an adult — not a child or an adolescent — who desperately wants to figure it out for themselves.

At the same time, supporting your young adult in pursuing their dream and giving them a chance at it is a good thing — so long as you’ve expressed your expectations and limits. Consider how much you’ve provided to your son so far, and how much more (if anything) you’re comfortable providing. Communicate your limits with your child and discuss how he’ll live within a budget in his city. Keep in mind that a parental subsidy is the norm today, where so many young, well-educated people take low-paying jobs to get by while the cost of living continues to soar.

What Is Adulthood, Anyway?

Q: My 20-year-old kid seems so far from adulthood. I was far more mature at their age. Is my child stalled or am I being too hard on them?

Solution: Take a Step Back

The picture of adulthood has changed considerably. By your mid-20s, you were expected to have completed your education and/or established a career path, become financially independent, found a partner, and become a parent. Today, this process lasts through the 20s and well into the 30s. And let’s keep in mind that the post-COVID world is harder for youth, who lost in-person schooling and now see greater skill deficits. For young people with ADHD, it can take longer to reach the milestones of adulthood due to executive function challenges.

Is it about you? Your biases and assumptions may be making it harder for you to view your child and their circumstances objectively. Ask yourself:

• “How different are my adult child’s experiences from my own at that age?”
• “Do I need to give them more parental or adult guidance than I got?”
• “Do I view my adult child as a kid or as an adult?”
• “Do I judge myself ― or them ― if they’re not flourishing?”
• “Is this delay in growing up a period of self-discovery ― or self-indulgence?”

If your young adult really has failed to launch, help them start to address issues (but not solve them). Interventions for executive function difficulties, which interfere with setting and meeting goals, may help. CBT for executive dysfunction, for example, can help your child better understand ADHD, learn how to handle stress, procrastination, and negative thoughts, and modify their environment so they can thrive.

Failure to Launch? Next Steps for Thriving with ADHD

• Get This Free Download: Transform Your Teen’s Apathy Into Engagement
• Read: Teaching Generation Z How to Hope
• Read: How to Adult ― 6 Rules for Embracing Independence with ADHD
• Get This eBook: The Adult’s Guide to Stronger Executive Functions

The content for this article was derived from the ADDitude ADHD Experts webinar titled, “The Journey to Independence: A Parent’s Guide to Delayed Adulthood with ADHD” [Video Replay & Podcast #503] with Anthony Rostain, M.D., M.A., which was broadcast on May 1, 2024.

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Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

February 13, 2025

When I conduct diversity, equity, and inclusion (DEI) training in my roles as a clinical psychologist and consultant, I start with a simple question: What matters to you?

Family, respect, hard work, loyalty, spirituality, God, traditions, independence, and identity are the most common responses. These are the same responses I heard from active military service members during my tenure as an Army clinical psychologist.

Most of us share these values. Shared values are the cornerstone of all relationships. When values align, so do our actions in the name of our shared principles and beliefs.

Our Shared Values: Holding Up a Mirror to the Nation

Values shape entire nations. The United States was formed under the belief that life, liberty, and the pursuit of happiness are inalienable rights. Unfortunately, our nation created a conundrum when it limited the populations to which these values applied. These values did not apply to the millions of enslaved Africans who were forcefully brought here across the Atlantic over more than 400 years. Even after slavery was abolished, these values still did not apply.

Millions of Native Americans were also denied these values as their land was imperialistically taken and decimated by settlements, colonies, and war, then eventually forced onto reservations. Asians, Pacific Islanders, Latinos/Hispanics, and others — groups that are deeply connected to American soil — have similar testimonies of systemic oppression.

Structural inequities, as we know, don’t just exist along racial and ethnic lines. People of marginalized identities, including individuals with different abilities and disabilities, have long been cut off from the values that our country purportedly upholds.

[Read: Racial Disparities in ADHD Care — How Clinicians Can Better Serve Patients]

DEI Is About Accountability

America’s legacy of structural, systemic inequity and disparity is why DEI programs exist.

DEI and equal opportunity (EO) initiatives are meant to counteract historical wrongs, the impacts of which are still felt today. They are pivotal in holding America accountable to its stated ideals and to its people, which is why — in the face of executive directives to end DEI — dismantling supremacist systems designed to perpetuate inequity must remain a priority so long as these systems impair some individuals’ life, liberty, and pursuit of happiness.

Dismantling begins with awareness of our country’s historical injustices. When we understand how the past has shaped the present, we see how to shape this nation’s trajectory to avoid repeating those errors. We can choose to learn from our mistakes and take steps to ensure all people are valued, regardless of skin tone, ethnicity, or ability.

To end DEI and similar initiatives — to no longer commit to righting wrongs and upholding our values — is to condemn the U.S. to a path of devolution and regression. Going backward would unearth chaos, deteriorate our nation’s connective tissue, and enact a social, economic, and humanistic toll that will be felt by everyone.

DEI in the Military: Valuing All Who Serve

What do we value as a nation? Can we say that we value the contributions of all – including those who protect this country – when we’re dismantling initiatives designed to ensure that all qualified people have the opportunity to contribute?

[Read: I Have ADHD. Is the Military Right for Me?]

On multiple occasions – as a soldier, officer, and even as a behavioral health provider – I have encountered prejudice and racism, well beyond daily microaggressions, that caused me much pain and harm. I leaned on diversity and equity programming for support during those times. At a minimum, my career survived.

My patients of color often pursue therapy to learn how to cope with instances of unfair treatment, lost opportunities, and persecution for minor infractions. Many BIPOC members of the military endorse turning to EO and DEI programming for support after experiencing discrimination. These services provide real help.

And what of the thousands of active service members of different abilities? What of changing perceptions that have recently allowed qualified neurodivergent applicants and those with other medical conditions the opportunity to enlist? Will we rollback these efforts, too, and prevent perfectly eligible individuals from serving?

I shudder to think that history will repeat itself with military members of marginalized groups – those who have served and fought in every major campaign from the Revolution to the present – finding their sacrifices unvalued and unworthy of equitable treatment, opportunity, and respect.

DEI and Neurodivergence: Next Steps

• Read: “DEI – and Neurodivergence – Are Under Attack”
• Read: How to Gauge Diversity, Equity & Inclusion — Key Questions to Ask in an Interview
• Read: “I’m a U.S. Army Aviator — and I Have ADHD and Anxiety.”

The views expressed in this article are those of the Author(s) and Do Not Reflect the official policy or position of The Department of The Army, Department of Defense, DHA, the US Government, or Henry Jackson Foundation for Advanced Military Medicine, Inc.

References

Of note, according to Erich Wagner writer for the Government Executive, “14,003 EEO complaints across the government in fiscal year 2020. 7,506 alleged discrimination on the basis of reprisal or retaliation, followed by 4,221 allegations of age discrimination, and 4,214 allegations of discrimination on the basis of a physical disability. In fourth place were complaints alleging race discrimination at 3,972, and 3,643 complaints alleged sex discrimination.”  Article and Data sources provided below.

The Federal Government Paid Out Nearly $70 Million From Discrimination Cases in 2020 – Government Executive

EEOC Issues Federal Workforce Report for 2020 | U.S. Equal Employment Opportunity Commission

Federal Sector Reports | U.S. Equal Employment Opportunity Commission

Department of Defense Board on Diversity and Inclusion Report

February 6, 2025

The invisible string connecting so many neurodivergent entrepreneurs today is this: Many of us never intended to become entrepreneurs; we just didn’t find the average workplace to be hospitable to the way our brains work.

Before I became self-employed in 2010, I always felt like a square peg in a round hole. I changed companies and career paths regularly in search of the elusive place where I could thrive. Based on the stories I hear from other neurodivergent adults, I know this is the norm.

Even though it’s been glamorized for those of us who are neurodivergent, the entrepreneurial lifestyle is not right for all of us. Many of us would love to find a workplace where we could be ourselves — without the stress of masking or worrying about whether we truly belong or are just being tolerated. We ache for a place where we could allow our unique contributions and talents to shine.

While awareness of neurodiversity in the workplace has expanded in recent years, the future appears grim as diversity, equity, and inclusion (DEI) programs have come under attack. Workplaces, it appears, will become increasingly inhospitable to neurodivergent talent over the coming years.

DEI – and Neurodivergence – Under Attack

A day after taking office, President Donald Trump signed an executive order to systematically dismantle DEI programs across the public and private sectors, claiming that these programs are “dangerous” and “discriminatory.” Prior to the order, major companies, from Meta to Target, had already started rolling back DEI initiatives.

[Read: How ADHD Inclusivity Drives a Key Competitive Advantage]

Neurodiversity is an often-forgotten aspect of DEI programs, and the obliteration of these initiatives will spell disastrous consequences for Americans with ADHD, autism, and other forms of neurodivergence. While legal protections for neurodivergent employees exist under the Americans with Disabilities Act (ADA), DEI programs are still critical. They display a company’s commitment to attracting and retaining neurodivergent talent and to creating the kind of supportive environment that enables employees to actually access their workplace rights.

Why DEI Matters

Fueling anti-DEI efforts is the false narrative that neurodivergent individuals are under-qualified or incompetent. The opposite is true. Neurodivergent employees contribute valuable perspectives, often excelling in areas like pattern recognition, innovative problem-solving, emotional intelligence, and creative thinking. It’s also often the case that this potential is only unlocked in inclusive environments where neurodivergent employees feel secure enough to speak up about what they need to thrive. Without robust DEI practices, many neurodivergent employees will surely face an impossible choice between struggling in silence or risking stigma (or worse) through disclosure.

DEI initiatives transform abstract legal rights into practical workplace realities. The rollback of DEI policies threatens this delicate ecosystem. While the ADA provides a legal framework for accommodations like flexible schedules and a quiet workplace, DEI practices create the cultural foundation that makes requesting these adjustments feasible (or, even better, simply built into company operations, without the need for disclosure). Companies that recognize natural variations in how people think, learn, and process information are at an advantage.

DEI initiatives in the workplace, with a focus on neurodiversity, can lead to enhanced productivity and greater innovation. Sixty-three percent of employers who are taking some action to create a more neuroinclusive organization say they’ve seen a positive impact on employee wellbeing. Sixty percent also say they’ve seen a positive impact on employees’ level of comfort in talking about neurodiversity.

[Read: “Great Leaders Foster a Positive Work Environment for All Employees”]

Organizations must recognize that DEI initiatives, contrary to what critics say, are about putting qualified people on an even footing, regardless of any aspect of identity. DEI programs are about creating conditions where all employees can fully utilize their talents. As neurodiversity awareness expands — and as more people learn about their own neurodivergence — companies will need to catch up to remain competitive.

Despite attacks on DEI, companies can maintain inclusive practices by training managers in neurodiversity awareness, normalizing accommodation requests, and fostering a culture where different working styles are valued rather than merely tolerated.

We are standing at a crossroads with respect to human rights. We can either retreat to a world where legal protections exist in isolation, or we can maintain the DEI practices that make these protections meaningful. For neurodivergent professionals, this isn’t about politics — it’s about the fundamental right to bring their full capabilities to work. The future of business excellence depends on our willingness to bridge the gap between legal rights and lived realities.

DEI and Neurodiversity in the Workplace: Next Steps

• Read: How to Gauge Diversity, Equity & Inclusion — Key Questions to Ask in an Interview
• Read: 5 Hallmarks of a Neurodivergent-Inclusive Workplace
• Read: ADHD Is a Protected Disability… But I Still Face Discrimination

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ADDitude recently asked 389 readers how they move forward when faced with a list of tiresome projects, tasks, and chores. The majority (68%) said it depends on the day, the tasks, or their mood, while 25% said they pluck the “low-hanging fruit” and do the easiest items first. Only 7% said they “eat the frog,” tackling their hardest, most unpleasant tasks first.

Here, ADDitude readers share more real-world strategies for getting things done — and treating themselves with kindness when they don’t.

How do you manage shame when faced with unfinished responsibilities? Share your experience in the Comments section below.

Listen to Your Body

“I wait for the ‘brain goblin’ to unlock the door in my brain that allows me to do the task. I never know when he’ll decide to open the door, but I know I have to drop everything and do the task immediately when he does.” — Ashley, Ohio

“Tuning into my body helps me make wiser decisions about how to proceed with my daily to-dos. If I need to prioritize rest, I honor that feeling instead of beating myself up over it. I find that I am more productive afterward.” – Laurie, New York

[Get This Free Download: Stop Procrastinating… Now!]

“When I am particularly low energy or distractable, I try to ‘eat the frog.’ Otherwise, I won’t get it done. If I’m more energetic, I will often do the ‘low-hanging fruit’ to build momentum and capitalize on my hyperfocus.” – Anonymous

“I determine the most manageable task based on the day, my mood, and my dopamine stores. I also lie profusely to myself about what is actually achievable in a certain amount of time and get started.” – Kelsey, Pennsylvania

“It’s all about dopamine, reward, motivation, and stimulant meds. By starting with the most rewarding task, I enhance my adrenaline and dopamine inflow, which helps me accomplish more rewardless, necessary tasks.”— Anonymous

Reframe & Reward

“On difficult days, I create a ‘done’ list at the end of the day. It includes finished items that weren’t on my to-do list, so I don’t feel defeated by a lack of progress.” – Beth, New Hampshire 

[Read: How to Get Things Done Without Getting Bogged Down]

“I find it motivating to have specific things to mark off. If I’m feeling robust, I start with the hardest things. Or I’ll work on my emails to warm up and then get down to business.” – Elisabeth, Indiana

“I decide on a reward for myself when finishing a task. For example, after I get X done, I can watch a movie or an episode of a T.V. show.” – Brittany, Texas 

“On a bad day, I’ll add easier things to my to-do list to ‘feel’ productive. I can cross the easy things off first, which motivates me to tackle harder tasks.” – Monica, Ohio

“I remind myself to do just one thing on my to-do list. This way, I can get 10 things done in 10 days rather than 0 in 10 days. Realistically, I won’t accomplish 10 things in 10 days, but thinking like this makes tasks feel more doable, and I will get more done.” – Tara, Minnesota

Eat the Frog: Next Steps

• Free Download: Better Time Management with Adult ADHD
• Self-Test: Quiz: How Seriously Do You Procrastinate?
• Read: Get the Most Out of Your To-Do List

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.