The ADHD brain’s unique abilities: a positive approach

The cognitive differences in an ADHD brain reveal a special set of abilities; with a positive approach, they can be understood and harnessed

Much of the discourse around ADHD highlights the negative impact on academic, professional and social aspects of life – framed as a ‘disorder’ that produces ‘symptoms’. However, it may bring distinct advantages when traits like hyperactivity, hyperfocus and creativity are channelled for a fruitful purpose.

ADHD people can often be talked about as enthusiastic, energetic, creative, empathic – with positive aspects coined as ‘superpowers’. This of course is all well-intended but can sometimes feel like empty cheerleading, fluffy and vague. On closer examination, the cognitive differences in an ADHD brain reveal a range of specific skills and abilities that have practical and necessary uses for certain tasks and situations.

ADHD creativity

The notion of ADHD ‘superpowers’ and the emphasis on being ‘creative’ is often referenced as a positive strength, but without concrete definition, it’s reduced to a whimsical quirk. Creativity is more accurately understood as a fundamental aspect of human cognition that involves problem-solving, adaptability, openness, and the ability to connect disparate ideas for new solutions. Creativity is not just about art and crafts; it is also a capacity for initiative, original thinking, and problem-solving. It is crucial to recognise that creativity is not a mere eccentricity, but rather an essential aspect of human intelligence that enables us to navigate the complexities of our world in practical and novel ways.

Studies have begun to explore the distinct traits of ADHD, such as the ability to hyperfocus, tendency towards local rather than global thinking, enhanced problem-solving capabilities, ability to work well under pressure (satisfying the need for stimulation), heightened sensitivity and perception of visual and sensory details or changes.

Strengths and value

Firstly, there is a connection between reduced inhibition and divergent thinking that may enable individuals with ADHD to excel in generating innovative ideas.

People with ADHD may underperform on convergent thinking tasks but score higher on divergent thinking due to a broader focus and an ability to connect disparate, multiple and unlikely ideas together simultaneously. A study of the ‘unusual uses’ task (where the challenge is to find many different purposes for a paper-clip, for example) showed that ADHD participants generated more ideas overall, more original and different types of ideas than non-ADHD participants. The ‘chaotic thinking’ of ADHD people has been used to describe a cognitive style that lends well to unique insights and solutions to problems due to following a non-linear thought process.

While people with ADHD may struggle when attention is required on a non-lateral, consistent, linear task, this cognitive style can offer significant advantages when lateral thinking, idea generation and problem solving are required.

Is daydreaming useful?

Research has also discovered that mind-wandering, a common occurrence in individuals with ADHD, can enhance creativity and fluid intelligence (problem-solving skills) and promote greater well-being in general – almost like taking a mental break.

The ADHD brain often works well under pressure with short immediate deadlines, especially when highly interested and engages by ‘firing on all cylinders’. The ADHD brain is fast and furious when it works well, but needs more time to recover, like a greyhound that sprints in short bursts and then sleeps all day. Daydreaming helps to avoid burnout from the frenzy; going ‘offline’ provides relief from conscious effort and allows the brain to rest and recover while processing may still continue in the background.

It has often been anecdotally reported that people have their best ideas in the shower, or while out walking, when not actively engaged in a task. It’s this, the brain’s default network, which is active when we’re not directly focusing, that has been linked to creativity, and is active when experiencing mind-wandering. So, if anyone has been described as staring out of the window, or seem to be ‘away with the fairies’, it may well be that the brain is actually processing complex data in the background, or getting ready for the next burst of focus.

Hands-on activity is therapy

There’s another piece of research that found that tactile activities such as using paint or clay and making things has shown a therapeutic benefit to ADHD, in particular, improved emotion regulation and hyperactive symptoms. This is thought to be because fine motor activities stimulate the motor and visual cortex parts of the brain and subsequently provides stimulation the brain needs to slow down and regulate.

It could be interesting to consider this benefit in terms of our evolutionary history where manual dexterity and hands-on tasks were essential to survival (making clothes, pots, weapons). Our brains and bodies were geared up to engaging in such sensory tactile activities more regularly. This may be what people find when they are able to channel their hyperfocus into a craft, fixing things, or making things. Our society has moved from hunter gatherer to static farming and more detached still with the rise of industry, technology and automation; this has allowed for incredible advancements, but maybe not so health-wise.

It is thought that the cerebellum is involved in ADHD, regulating mood, attention, balance and fine motor control. So, promoting activity in this brain area can offer improvements in symptoms as well.

Finally, another study looked at the connection between physical occupations and improved symptoms of ADHD. One study has found that jobs permitting or requiring movement can positively impact job performance for individuals with ADHD. Furthermore, this movement variable was shown to reduce the wage gap between employees with and without ADHD, compared with the general population. This finding underscores the importance of considering strengths, adjustments and environmental factors in managing ADHD and fostering success.

Education may be part of the problem

Education reform advocate Ken Robinson criticises the current education system as an unnatural and unrealistic remnant of the industrial age. Schools, structured around conformity and standardised testing, often stifle individuals’ strengths. While acknowledging the limited resources and time available in schools, it’s surely not out of the realms of possibility to embrace a framework that better accommodates diverse learning styles and skills, and fosters creativity and critical thinking without overwhelming educators. This could ultimately prove to be more useful for developing future citizens with a well-rounded range of talent, more equipped and confident to face the complex world of work, being able to better identify where and to what they are suited.

Resources and accommodations to create equal opportunities that empower rather than infantilise are what is key. It is through this careful balancing act that those with ADHD can thrive, empowered by both their own strengths and the support of their communities. Unfortunately, it’s a disappointing reflection on the society we live in where there needs to be a medical diagnosis in order for schools and workplaces to be more flexible and varied in their thinking, open-minded and encouraging to individual differences and strengths.

Taking charge of ADHD

While it is vital to recognise and address societal barriers and the divergence from a so-called ‘norm’, it is equally important for individuals with ADHD to embrace personal agency and take ownership of their lives. Without ownership and responsibility this issue may be at risk of becoming yet another identity politics crusade against injustice which (unintentionally) serves to alienate rather than engage in productive solutions.

By shifting the focus from blame and complaints towards self-advocacy and adaptability, individuals can create meaningful changes that better align with their needs, values and unique strengths. By doing so, people may look to navigate the challenges of ADHD with resilience, autonomy and a sense of empowerment, rather than solely relying on external support.

It is crucial, however, not to overlook the importance of compassion and understanding from others, balancing the line between support while also encouraging agency. Creating equal opportunities is important, but individuals need to be frank and ask themselves where their skills and talents are best placed. With all the accommodations and support in the world, it can still be like forcing a square peg into a round hole if someone’s not aware of their skills and maximises where their talents are best placed. It is therefore a non-negotiable, for one’s own well-being and for society, to identify what unique skills and abilities they have to offer – and in what circumstances and environments that enable their best work.

Steven Bartlett, well-known from BBC’s Dragons’ Den, says of his own ADHD diagnosis, when asked if it has helped him to succeed in business states: “Honestly, I don’t know. But it has enabled me to be a good quitter. And what that means is I’m able to get closer to things I enjoy faster, not overstay my welcome in areas I don’t.”

This article was first written and published on Central Bylines:

https://centralbylines.co.uk/featured/the-adhd-brains-unique-abilities-a-positive-approach/