Why being labelled 'ADHD' isn't always helpful

Attention deficit hyperactivity disorder (ADHD) has become a widely recognised diagnosis in recent years, with millions of children and adults being labelled with this condition. While the diagnosis can provide clarity and access to resources, it also carries with it significant stigmas and misconceptions that can negatively impact those labelled. This article explores why being labelled as 'ADHD' might not always be helpful.

Personally, I am not going to be lining up (there is a significant waiting list) to get a diagnosis as I accept and I’m comfortable with the fact that I have self-diagnosed ‘ADHD’ traits.

Everyone has their own opinion of this but, for me, I just don’t need a ‘disorder’ label particularly when my symptoms are generic as opposed to more serious or medical. That doesn’t mean it can’t be helpful to understand and recognise those traits in yourself and others. That’s why I want to continue to learn more so I can support others in accepting themselves and their abilities.

The stigma and power of labels

Labels, especially medical or psychological ones, can profoundly influence self-perception and how others perceive individuals. Studies have shown that labels can lead to stereotyping and prejudice, which can impact various aspects of life, including education, employment, and social interactions.

A study published in the Journal of Health and Social Behavior found that individuals labelled with a mental health condition often face significant stigma, which can hinder their social and professional opportunities (Corrigan, 2004).

ADHD is often misunderstood, reducing individuals to their most challenging traits, such as inattentiveness, hyperactivity, or impulsivity. This narrow viewpoint overlooks the diverse capabilities and strengths of those with ADHD. ADHD is not just about lack of focus; it includes hyperfocus, creativity, and high energy, which can be highly beneficial in certain contexts, and some of the most impactful people in society can have ADHD.

When individuals internalise the label of ADHD - even though it may be reassuring initially to understand how their brains are wired - they may begin to view themselves through the lens of their diagnosis, which can limit their self-belief and aspirations. This is known as a self-fulfilling prophecy, where expectations significantly influence outcomes.

Research published in Educational Psychology indicates that students labelled with ADHD often perform below their potential due to lowered expectations from teachers and peers (Pope, 2016).

Being labelled with ADHD can significantly impact self-esteem then, especially in children and adolescents. Constantly being told you have a 'disorder' can make you feel inadequate, inherently flawed or less-than, particularly as the education system as it stands does not encourage or reward diversity or individualism. You may have gathered that I’m not a complete fan of all societal rules such as wearing school uniforms but I get the arguments.
 
According to a study in the Journal of Attention Disorders, children labelled with ADHD often have lower self-esteem compared to their peers (Mikami, 2010).

Alternative approaches

Focus on strengths

Instead of focusing solely on the deficits associated with ADHD, it's crucial to recognise and nurture the strengths and talents of individuals. This strength-based approach can help in developing a more positive self-image and boosting confidence.

Identify areas where individuals with ADHD excel, such as creative problem-solving, entrepreneurship, or dynamic thinking, and encourage activities that leverage these skills.

Individualised support

Providing tailored support based on individual needs rather than a one-size-fits-all approach can be more effective. This could include flexible working conditions, alternative learning strategies, or therapy focused on specific challenges.

Growth mindset

Cultivating a growth mindset, where individuals are encouraged to see their abilities as developable rather than fixed, can significantly improve outcomes.

Carol Dweck's research on growth mindset emphasises that when individuals believe they can improve their abilities through effort and persistence, they perform better and develop a healthier self-concept (Dweck, 2006).

While the ADHD label can provide access to crucial resources and support, therefore, it’s essential to be aware of its potential downsides. Labels can reinforce negative stereotypes, hinder self-esteem, and limit personal growth. By adopting a more holistic and strengths-based approach, we can help individuals with ADHD thrive without being confined by their diagnosis.

It's time to shift our perspective on ADHD, recognising it as a part of the broader spectrum of neurodiversity that can contribute to the rich tapestry of human potential. Let’s focus on understanding, acceptance, and support, enabling individuals to realise their full capabilities and live fulfilling lives, and perhaps challenge that less-than-helpful ‘Disorder’ description in the name of the condition itself.

References

1. Corrigan, P. W. (2004). How stigma interferes with mental health care. ‘Journal of Health and Social Behavior, 45(2)
2. Pope, D. (2016). The downside of labelling ADHD in education. ‘Educational Psychology.
3. Mikami, A. Y., et al. (2010). Peer relationships and ADHD: Implications for intervention. ‘Journal of Attention Disorders.
4. Dweck, C. S. (2006). Mindset: The new psychology of success.