The Many Faces of Child and Youth ADHD
A Guide for Parents and Caregivers
October is ADHD Awareness Month, and this year's campaign theme—"The Many Faces of ADHD"—reminds us that ADHD does not look the same for everyone.
It affects people of all ages, races, genders, and backgrounds. No two experiences are exactly alike. For some, ADHD shows up in childhood; for others, it is recognized much later in life. It can influence school, work, relationships, and self-esteem in unique ways—but it can also bring creativity, resilience, and innovation.
At Lynwood Charlton Centre, we see the many faces of ADHD every day. We see the child who cannot sit still. We see the teen who daydreams through class. We see the girl who works twice as hard as everyone else just to keep up. And we see the young person who has been told—by teachers, by peers, sometimes by themselves—that they are lazy, unmotivated, or not trying hard enough.
They are trying. Their brains are simply wired differently. And with the right understanding and support, they can thrive.
This guide explores what ADHD is, how it shows up at different ages, its connection to mental health, what happens when it goes unaddressed, and practical ways parents and caregivers can support their child—at home, at school, and in the community.
What is ADHD?
ADHD—Attention Deficit Hyperactivity Disorder—is a chronic neurodevelopmental disorder. It is the most common neurodevelopmental disorder in children, affecting approximately 5% to 9% of children and 3% to 5% of adults. In Canada, that is roughly 1.8 million people.
ADHD has been documented for more than 200 years, and it is recognized by all major medical associations and government health agencies as a real medical disorder. It is highly hereditary—comparable to the heritability of height.
What ADHD Is Not
It is just as important to understand what ADHD is not:
ADHD is not a behaviour disorder
ADHD is not an illness or a disease
ADHD is not only a childhood disorder
ADHD is not due to bad parenting
ADHD does not affect your intelligence
ADHD is not caused by too much screen time
ADHD is not caused by too much sugar
The Three Types of ADHD
There are three presentations of ADHD:
Hyperactive – Characterized primarily by excessive movement and impulsivity
Inattentive – Characterized primarily by difficulty regulating attention
Combined – The most common type, involving both hyperactive and inattentive symptoms
How ADHD Affects the Brain
Everyone with ADHD is impaired, or has more difficulty than normal, with regulating their attention or focus. This is often referred to as inattention. Impairment in regulating attention is experienced as:
Difficulty staying focused, especially when things are seen as boring
Being over-focused and not able to break focus when things are interesting or stimulating
Difficulty switching focus, especially when over-focusing
Not being able to focus on the most important thing (prioritizing focus), rather than the most stimulating thing
ADHD symptoms are not under the person's control. ADHD symptoms can change throughout the day and from day to day. This means a child with ADHD may be able to pay attention and complete their work in the morning but be unable to do so in the afternoon. This makes it appear as if the child is choosing not to pay attention, or simply being lazy—but this is not the case. Symptoms can also worsen depending on the place or situation. A noisy or stimulating environment can make it much more difficult for someone with ADHD to pay attention.
Executive Functioning and ADHD
Impairment or difficulty in Executive Functioning (EF) frequently comes along with ADHD. EF impairment can cause difficulty with:
Starting a task and completing work
Organization and time management
Problem solving
Remembering lists, sequences, routines, and details
Social skills and interacting with others
Regulating emotions and behaviour
Working memory
Emotional Regulation
Many people with ADHD also have difficulty regulating their emotions. Those with ADHD become frustrated, overwhelmed, and angry more easily; they are also less able to express these emotions in acceptable ways. They are often more irritable and moody. ADHD is a disorder of self-regulation; this means that those with ADHD find it more difficult to control, or regulate, their behaviour. They know what they should be doing, but are unable to do it.
What are the symptoms of ADHD at each age group?
ADHD can look very differently in different people, and symptoms may shift as a child grows. Here is what ADHD can look like at different stages.
Early Childhood (Preschool to Age 6)
In the early years, ADHD symptoms may be mistaken for typical toddler behaviour.
Parents and caregivers may notice:
Constant movement, fidgeting, or an inability to sit still
Difficulty waiting or taking turns
Running, climbing, or leaving their seat at inappropriate times
Trouble following simple instructions
Frequent interruptions or blurting out
Difficulty with transitions
Extreme emotional reactions
Elementary School (Ages 7-12)
As academic demands increase, ADHD symptoms often become more apparent.
Signs may include:
Difficulty staying focused on schoolwork, especially tasks that are repetitive or boring
Careless mistakes in schoolwork
Poor listening skills; tuning out while being spoken to
Difficulty following multi-step instructions
Frequently losing necessary things (pencils, homework, jackets)
Forgetting to complete tasks, even common activities
Fidgeting, finger drumming, leg shaking
Excessive talking or interrupting
Difficulty staying organized
Excessive daydreaming
Students with ADHD are at higher risk for lower levels of academic achievement, higher rates of disciplinary referrals, grade repetition, and placement in special education. They are also 2.7 times more likely than those without ADHD to drop out of school before graduation.
Adolescence (Ages 13-18)
In adolescence, ADHD symptoms can shift. Boys' symptoms of hyperactivity often decrease, while girls' symptoms of mood swings, anxiety, and depression may increase.
Signs may include:
Difficulty with time management—running late, missing deadlines
Procrastination—putting off difficult tasks until the last minute
Disorganization—messy backpack, locker, or bedroom
Difficulty starting and finishing projects
Trouble managing multiple tasks or assignments
Impulsive decisions—spending money, taking risks
Emotional outbursts or mood swings
Difficulty with relationships and social interactions
Problems with self-esteem
Increased risk for substance use
Teens with ADHD are 3 times more likely to be obese and develop type 2 diabetes
Did you know that ADHD presents differently in girls and boys?
ADHD does not look the same in everyone—and this is especially true when we look at girls and boys.
It is easy to spot the student with a strong hyperactive and impulsive component in the classroom. However, spotting the quiet, undemanding student who spends much of their time daydreaming is more of a challenge. Often—but not always—this is the way that girls with ADHD present in an academic setting.
For this reason, girls are frequently not diagnosed until later in adolescence or adulthood. Research indicates that up to 75% of girls with ADHD never get diagnosed. Boys are three times more likely to be diagnosed with ADHD than girls. Girls are diagnosed with ADHD on average five years later than boys—boys at age 7 and girls at age 12.
Some of the ways girls may present in the classroom:
Inattentive subtype: Daydreamers, not willing to take risks, easily discouraged, shy, easily overwhelmed, may be underactive, self-blaming, anxious, and depressed, with anxiety around school performance
Hyperactive/impulsive or combined subtype: Hyperactivity may be expressed in being over-talkative, fidgety, bossy, risk-taking, or unable to keep up with the workload
Other traits: Problems with transitions, immature, unable to read others' cues, may not have friends, difficulty fitting in
The consequences for girls who go undiagnosed are significant:
Girls with ADHD have higher rates of self-harm, substance abuse, and suicide attempts
Youth with ADHD are 3 times more likely to use, abuse, or become dependent on nicotine and marijuana during adolescence
Females with ADHD are 3.5 times more at risk of developing an eating disorder
1 in 4 women with ADHD has attempted suicide
What is the connection between ADHD and mental health?
ADHD and mental health are deeply connected. Untreated ADHD places children and youth at greater risk for a range of mental health challenges.
Children, adolescents, and adults with untreated ADHD are at greater risk for:
Additional mental health disorders
Problems with self-esteem
Difficulty with personal relationships
Substance abuse
Involvement in the justice system
More accidents and injuries
More automobile accidents
Earlier death
ADHD can be accompanied by other problems such as:
Anxiety
Depression
Alcohol and drug abuse
Learning disabilities
Bipolar Disorder
Autism
These disorders should be ruled in or out by a medical professional when ADHD is being diagnosed. Treating ADHD when an unknown additional disorder exists will decrease the likelihood of a positive outcome. At the same time, treating one of these disorders when an underlying condition of ADHD is present but not treated will result in unsuccessful or non-treatment of both disorders.
For girls and women, the mental health impacts are particularly concerning. The primarily inattentive presentation of ADHD—more frequently found in females—can often go undiagnosed, resulting in later coexisting disorders of anxiety and depression. ADHD can also be misdiagnosed as one of these disorders. Unfortunately, many females with ADHD may be treated for depression and anxiety, often unsuccessfully, while their underlying ADHD remains undiagnosed and untreated.
What happens when ADHD goes unaddressed?
Eighty percent of children diagnosed with ADHD continue to qualify for a diagnosis in adolescence, and at least 60% continue to be impaired by symptoms in adulthood. When ADHD is not identified and treated, the consequences can be lifelong.
Academic impacts:
Learning difficulties, less success at school
Higher school dropout rates
Fewer years of schooling
Students with ADHD score 8 to 10% lower in literacy and numeracy than their classmates without ADHD, even when a learning disability does not exist
Although some incorrectly believe medication will treat all ADHD impairments, research shows that medication treatment alone does not improve many of the skills required to be academically and socially successful
Workplace and career impacts:
Less work productivity
Lower paying jobs
Moving from job to job
More unemployment
Adults with ADHD are 20% less likely to be employed and earn an average of 16% less than their counterparts
Individuals with ADHD are 45% to 47% more likely to be involved in a serious transport accident
Adults with ADHD are 10 times more likely to visit physicians and have higher rates of emergency room visits and hospital stays
Mental health and social impacts:
Additional mental health disorders
Problems with self-esteem
Difficulty with personal relationships
Substance abuse
Involvement in the justice system
More accidents and injuries
Earlier death
The impact on girls and women is particularly severe:
1 in 4 women with ADHD has attempted suicide
Females with ADHD are 3.5 times more at risk of developing an eating disorder
Girls with ADHD have higher rates of self-harm, substance abuse, and suicide attempts
The message is clear: ADHD is highly treatable, but only if it is identified and addressed. The important thing to know about ADHD is that it is fairly easy to treat. But without treatment, the ripple effects can touch every area of a young person's life.
What are practical ways parents and caregivers can support their child?
Parents and caregivers play a vital role in helping children with ADHD thrive. Here are practical strategies for home, school, and community.
At Home
Learn about ADHD. Understanding that ADHD is a neurodevelopmental disorder—not a behaviour problem or a result of bad parenting—is the first step. ADHD does not affect your child's intelligence. They are just as smart as others; they just learn differently and need specific supports.
Structure and routine. Children with ADHD often thrive with predictable routines. Consistent wake-up times, meal times, and bedtime routines can reduce stress and improve functioning.
Break tasks into smaller steps. Large tasks can feel overwhelming. Help your child break big projects into smaller, manageable chunks. Celebrate each step completed.
Use visual reminders. Checklists, calendars, and visual schedules can help children with ADHD stay organized and remember what needs to be done.
Support healthy habits. Simple healthy habits can improve brain functioning:
Regular aerobic exercise
A healthy balanced diet, high in proteins
Good sleep habits
Be patient with emotional regulation. Children with ADHD become frustrated, overwhelmed, and angry more easily. They are less able to express these emotions in acceptable ways. Respond with calm and compassion—not punishment.
Celebrate strengths. Many children with ADHD are creative, resilient, and innovative. They may have high energy, excellent problem-solving skills, and the ability to hyper-focus on things they love. Help your child see these as strengths.
Seek treatment. Treatment for ADHD should always be a combination of treatments. While treatment should never be just medication, ADHD medication has been proven to be safe and effective. ADHD medication does not cure ADHD; it decreases many of the ADHD symptoms while in the system. Other non-medication treatments include:
Cognitive Behaviour Therapy (CBT)
ADHD Coaching
Mindfulness
At School
Know your child's rights. Students with ADHD have an automatic right to attend class for the same amount of time as their typical peers. They are not required to earn these rights. The only time a shortened day would be an option is to allow for a student's slower integration into a program—and this should only be a temporary option. Suspension for "disability-related" behaviour is unacceptable.
Ask about accommodations. Most individuals with ADHD benefit from classroom accommodations regardless of age. These may include:
Extra time on tests and assignments
Preferential seating
Reduced homework load
Access to assistive technology
Frequent breaks
Written instructions in addition to verbal ones
Build a partnership with the school. Communicate regularly with your child's teacher. Share what helps your child at home. Ask questions. Request a meeting if you have concerns.
If educators do not have sufficient knowledge to manage a student's behaviour, they are required to contact the board's behavioural experts. A written behaviour plan should be developed after a meeting so the plan can be revisited and assessed.
In the Community
Connect with support organizations. CADDAC (Centre for ADHD Awareness, Canada) provides leadership in awareness, education, and advocacy for ADHD across Canada. They offer resources for parents and caregivers, including information about assessments, medication, education, and workplace supports.
Find peer support. Connecting with other parents of children with ADHD can reduce isolation and provide practical wisdom. Online peer groups and local chapters can be valuable sources of support.
Advocate for understanding. Help reduce stigma by sharing accurate information about ADHD with your community. ADHD is not a behaviour disorder, an illness, or a result of bad parenting. It is a real medical disorder—and with the right supports, children with ADHD can thrive.
A Final Thought
ADHD is not one-size-fits-all. It affects people of all ages, races, genders, and backgrounds—and no two journeys are alike.
For some children, ADHD shows up as constant movement and impulsivity. For others, it shows up as quiet daydreaming and forgotten homework. For girls, it often goes unnoticed entirely—until the weight of anxiety, depression, or low self-esteem becomes too much to carry alone.
But here is what we know at Lynwood Charlton Centre: with the right understanding and support, children and youth with ADHD can thrive. They can succeed in school. They can build meaningful relationships. They can discover their strengths and pursue their passions. They can live full, vibrant lives.
This ADHD Awareness Month, let us commit to seeing the many faces of ADHD. Let us break down stereotypes, reduce stigma, and celebrate the strength found in every face. And let us ensure that every child and youth with ADHD has access to the supports they need—at home, at school, and in the community.
For more information about ADHD, visit:
CADDAC: caddac.ca
ADHD Awareness Month: adhdawarenessmonth.org
If you or someone you know is in crisis, help is available 24/7:
Suicide Crisis Helpline: Call or text 9-8-8
One Stop Talk: Connect directly with a mental health professional ( Monday to Friday from 12 p.m. to 8 p.m.) through online video, and voice. Go to onestoptalk.ca or call 1-855-416-8255.
Kids Help Phone: 1-800-668-6868 or text CONNECT to 686868
Lynwood Charlton Centre: Contact our Access and System Navigation team at 905-389-1361 for free, confidential mental health support for children, youth, and families in Hamilton
You are not alone.
