ADHD Myth: Having ADHD doesn’t affect your intelligence

“My doctor says I can’t be referred for ADHD assessment - I got a degree and that means they think I’m ‘too clever’ to have ADHD”. *

“My teen is really struggling - they’re stressed, frustrated, but their teacher says they’re not hyperactive, just lazy - their results are too good for ADHD apparently”.*

The myth we're debunking today is a really resistant, sneaky one that just won’t go away. You’re likely to hear that if you're intelligent, academically successful, or even gifted, you can't possibly have ADHD.

This misconception isn’t just wrong; it's actively harmful. It can lead to so many delayed or missed diagnoses, and continues a cycle of misunderstanding and stigma (Antshel et al).

Intelligence and ADHD: Not Mutually Exclusive

Let's get one thing clear from the start: ADHD and intelligence are not related - you can be highly intelligent (in different ways) and STILL be seriously challenged by ADHD. There are so many kinds of intelligence, from analytical thinking to creative problem-solving, to emotional intelligence. ADHD, on the other hand, primarily affects our ‘executive functions’ - they provide things like attention, organisation, future planning and impulse control. It doesn't have a bearing on your academic intelligence or ability.

The (Dangerous) Role of Coping Mechanisms

What happens when intelligent, bright people with ADHD are undiagnosed and unsupported because nobody notices their ADHD? By their teens and adulthood, they have developed coping mechanisms that allow them to function in academic or professional settings. I say ‘function’ because they can range from ‘just about scraping by but on another warning from HR/the attendance monitor’ to ‘actually amazing person, does all the work but keeps having these ‘strange’ burnout episodes and going off sick - or just leaving their job’.

As a previously serial burn-out and job-hopper, I know that both of these can lead to ‘spotty’ careers - and that can have an impact, even in 2023, if we work in an career or vocation that needs us to put in the years to reach a certain level of training or experience.

The ‘coping mechanisms’ can range from hyper-focusing on tasks of interest - and possibly ignoring the boring ones - to creating elaborate, intricate organisational systems. We believe that the answer to our overwhelm, our burnout, our ‘too much brain’ is adding another layer, or redesigning the whole thing, or … I QUIT!

While they can mask some ADHD symptoms, they don't remove the presence of our fundamentally different brain wiring. In fact, the energy we put into these coping mechanisms can often lead to burnout and increased stress on their own!

The Danger of Missed Diagnoses

The belief that high intelligence rules out ADHD is especially damaging because it can lead to missed or delayed diagnoses. This is even more true among older adults and women, who can present ADHD differently from the stereotypical, hyperactive young boy.

The result? Years of unnecessary struggle, self-doubt, and missed opportunities for early intervention and support. Worse - continued doubt, shame and blame.

via GIPHY

Demand better, faster, more easily accessible - but thorough - diagnosis!

The only way to counteract this kind of persistent myth is

• sharing accurate, high quality information (cough, this blog, cough).

• explaining how ADHD does affect us - and where it doesn’t.

• campaigning for better assessment and support for ADHD at all ages wherever you are. (Check out my social accounts for more information on campaigns where you are).

Were you told ‘you can’t be ADHD, you’ve got a job?’ - I have definitely heard variations on this far too often.

Want to learn more?

My Possibilities Post weekly letter is for individuals just like you - intelligent, caring, and motivated to create a life that works for their unique brain.

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Together, let's uncover the secrets to living a fulfilling life with ADHD.

Warmly,

Katherine

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Further Reading

Antshel, K. M., Faraone, S. V., & Gordon, M. (2012). Cognitive Behavioral Treatment Outcomes in Adolescent ADHD. *Journal of Attention Disorders*, 16(5), 368–377.

Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. *Psychological Bulletin*, 121(1), 65–94.

Kofler, M. J., Rapport, M. D., & Alderson, R. M. (2008). Quantifying ADHD classroom inattentiveness, its moderators, and variability: A meta-analytic review. *Journal of Child Psychology and Psychiatry*, 49(1), 59–69.

Lufi, D., & Parish-Plass, J. (2011). Sport-based group therapy program for boys with ADHD or with other behavioral disorders. *Child & Family Behavior Therapy*, 33(4), 217–230.

Quinn, P. O. (2005). Treating adolescent girls and women with ADHD: Gender-specific issues. *Journal of Clinical Psychology*, 61(5), 579–587.

Tannock, R. (1998). Attention deficit hyperactivity disorder: Advances in cognitive, neurobiological, and genetic research. *Journal of Child Psychology and Psychiatry*, 39(1), 65–99.