10/01/2025

Workplace Realities of ADHD: Daily Experiences, Challenges, and Solutions

By Danyelle Spohn

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by developmentally inappropriate hyperactivity or inattentiveness, with symptoms that manifest across multiple settings and impair functioning in various aspects of life (Faraone et al., 2021). Since occupational functioning is a central domain of adult life, the workplace is often a significant area of struggle for individuals with ADHD. ADHD is estimated to affect approximately 3.5% of the global workforce (Lauder et al., 2022) and is often associated with workplace difficulties (De Graaf et al., 2008). Moreover, Xu (2018) reported a global increase in ADHD diagnoses, with prevalence rates rising by 6–10% in children and adolescents. In the United States, the number of working adults with ADHD is expected to grow in parallel with the increasing prevalence of adult ADHD diagnoses (Chung et al., 2019).

Symptoms of ADHD can disrupt job performance, career growth, and financial stability, resulting in negative performance evaluations, job instability, or job loss (Fuermaier et al., 2021). Given the increasing adult diagnosis rate, Pinho & Coutinho (2024) stated it is crucial to examine workplace experiences and develop effective solutions. Researchers emphasize this focus because occupational impairments directly influence financial independence, quality of life, and mental well-being, while also shaping how individuals with ADHD are perceived and supported in their professional environments.

Workplace Challenges

Adults with ADHD face numerous obstacles in the workplace. Research indicates that they frequently struggle with organizing tasks, managing time, and completing projects (Henning et al., 2024). These difficulties contribute to late arrivals, job instability, lower work performance, and a higher risk of workplace injuries (Pinho & Coutinho, 2024). Workplace systems, such as rigid scheduling, inflexible deadlines, or a lack of structured accommodation, often fail to address the needs of employees with ADHD (Adamou et al., 2013). Without appropriate support, ADHD-related challenges may lead to poor evaluations, diminished mental health, and hindered career advancement.

ADHD Experiences at Work

In the workplace, individuals with ADHD often feel overwhelmed and unable to meet job expectations. Pinho & Coutinho (2024) found that adults with ADHD exhibited patterns of lateness, job instability, poor performance, increased workplace injuries, higher rates of traffic accidents, comorbidity with other disorders, and financial challenges. These findings are consistent with other studies highlighting the impact of ADHD symptoms on workplace functioning (Henning et al., 2024). Such challenges are further exacerbated by stigma, insufficient accommodations, and unsupportive organizational or workplace structures. Adamou et al. (2013) conducted an international consensus committee and concluded that occupational health considerations for adults with ADHD were often neglected in workplace policy and practice.  Furthermore, the authors stressed the need for interdisciplinary collaboration. They noted increased collaboration among health professionals, employers, and career practitioners may ensure that ADHD-related occupational impairments are addressed. Yet, many organizations still lack adequate training, funding, or programs to support employees with ADHD (Adamou et al., 2013).

Evidence-Based Solutions

Career practitioners and employers can utilize evidence-based interventions to improve outcomes for adults with ADHD.  It is important to note that access to medication, therapy, and coaching often depends on healthcare coverage and financial stability. This reality underscores the importance of workplace accommodations, advocacy, and systemic support to increase access to services. To strengthen application, the following strategies are presented as key action steps:

• Workplace Accommodations: Flexible scheduling, deadline extensions, structured task lists, breaks throughout the day, access to fidgets or other tactile tool, and organizational tools can support executive functioning difficulties (Doyle, 2020). Accommodations should be unique to each individual and their needs.
• Psychoeducation: Providing ADHD-related education to both employees and employers increases awareness, reduces stigma, and fosters systemic inclusion (Fuermaier et al., 2021; Kessler et al., 2005).
• Therapeutic Interventions: Medication and cognitive-behavioral therapy (CBT) are effective in improving workplace functioning (Palmini, 2008).
• ADHD Coaching: Structured coaching helps individuals target occupational, social, and personal goals (Kubik, 2010). ADHD coaching can increase skills related to executive functioning.
• Career Interventions Using Cognitive Information Processing (CIP): Practitioners can support clients by addressing negative career thoughts, integrating visual tools, and creating individualized learning plans (Bahny & Dipeolu, 2012). This framework naturally accommodates those with ADHD and can better address internalized and experienced stigma.
• Mentorship and Career Counseling: Early mentorship, vocational guidance, education on accommodations in the workplace, and counseling can align jobs with individual strengths, reduce stress, and provide stability (Nadeau, 2005).
• Additional Strategies with ADHD Considerations: Practitioners may support clients by setting smaller, intentional goals, using sessions to provide accountability for task completion, incorporating technology-based tools, using reminders and rewards for meeting goals, exploring careers that utilize client strengths, and promoting disability acceptance and self-advocacy in session (Rodden, 2024). Additionally, instilling hope and raising awareness about workplace accommodations can reduce stigma and foster self-efficacy (Dipeolu, 2011).

The Future of Career Practitioners Supporting Individuals with ADHD

As the number of adults diagnosed with ADHD continues to rise, it is essential to expand research and practice supporting this population. Career practitioners play a critical role in supporting adults with ADHD. Early diagnosis, interventions, and advocacy for accommodations can significantly improve both career stability and personal well-being. By embedding the strategies mentioned above, workplaces can better accommodate neurodiverse employees and prevent long-term negative career outcomes. Employers and career practitioners who prioritize education, advocacy, and research can help individuals with ADHD thrive in their careers, leading to greater equity, higher job satisfaction, and reduced burnout. Future research should examine long-term career outcomes, the intersection of ADHD with demographic factors such as gender and socioeconomic status, and the effectiveness of emerging occupational interventions (Henning et al., 2024). By advancing and tailoring interventions, the workforce can become more inclusive and responsive to the diverse needs of individuals with ADHD.

References

Adamou, M., Arif, M., Asherson, P., Aw, T.-C., Bolea, B., Coghill, D., Guðjónsson, G., Halmøy, A., Hodgkins, P., Müller, U., Pitts, M., Trakoli, A., Williams, N., & Young, S. (2013). Occupational issues of adults with ADHD. BMC Psychiatry, 13(1). https://doi.org/10.1186/1471-244X-13-59  

Bahny, R. & Dipeolu, A. (2012, November). Cognitive information processing model and students with LD/ADHD: Prescriptions for intervention. Career Convergence. https://www.ncda.org/aws/NCDA/pt/sd/news_article/66287/_self/layout_ccmsearch/true 

Chung, W., Jiang, S. F., Paksarian, D., Nikolaidis, A., Castellanos, F. X., Merikangas, K. R., & Milham, M. P. (2019). Trends in the prevalence and incidence of attention-Deficit/hyperactivity disorder among adults and children of different racial and ethnic groups. JAMA network open, 2(11), e1914344. https://doi.org/10.1001/jamanetworkopen.2019.14344 

De Graaf, R., Kessler, R. C., Fayyad, J., ten Have, M., Alonso, J., Angermeyer, M., Borges, G., Demyttenaere, K., Gasquet, I., de Girolamo, G., Haro, J. M., Jin, R., Karam, E. G., Ormel, J., & Posada-Villa, J. (2008). The prevalence and effects of adult attention-deficit/hyperactivity disorder (ADHD) on the performance of workers: Results from the WHO World Mental Health Survey Initiative. Occupational and Environmental Medicine, 65(12), 835–842. https://doi.org/10.1136/oem.2007.038448 

Dipeolu, A. O. (2011). College students with ADHD: Prescriptive concepts for best practices in career development. Journal of Career Development, 38(5), 408–427. https://doi.org/10.1177/0894845310378749  

Doyle, N. (2020). Neurodiversity at work: a biopsychosocial model and the impact on working adults. British Medical Bulletin, 135(1), 108–125. https://doi.org/10.1093/bmb/ldaa021 

Faraone, S. V., Banaschewski, T., Coghill, D., Zheng, Y., Biederman, J., Bellgrove, M. A., Newcorn, J. H., Gignac, M., Al Saud, N. M., Manor, I., Rohde, L. A., Yang, L., Cortese, S., Almagor, D., Stein, M. A., Albatti, T. H., Aljoudi, H. F., Alqahtani, M. M. J., Asherson, P., Wang, Y. (2021). The World Federation Of ADHD International Consensus Statement: 208 Evidence-Based Conclusions About The Disorder. Neuroscience And Biobehavioral Reviews, 128, 789–818. Https://Doi.Org/10.1016/J.Neubiorev.2021.01.022 

Fried, R., Surman, C., Hammerness, P., Petty, C., Faraone, S., Hyder, L., Westerberg, D. Small, J., Corkum, L., Claudat, K., & Biederman, J. (2012). A controlled study of a simulated workplace laboratory for adults with attention deficit hyperactivity disorder. Psychiatry Research, 200(2), 949–956. https://doi.org/10.1016/j.psychres.2012.04.020  

Fuermaier, A. B. M., Tucha, L., Butzbach, M., Weisbrod, M., Aschenbrenner, S., & Tucha, O. (2021). ADHD at the workplace: ADHD symptoms, diagnostic status, and work-related functioning. Journal of Neural Transmission, 128(7), 1021–1031. https://doi.org/10.1007/s00702-021-02309-z  

Henning C., Summerfeldt L. J., Parker J. D. A. (2022). ADHD and academic success in university students: The important role of impaired attention.  Journal of Attention Disorders, 26(6), 893–901.  https://doi.org/10.1177/10870547211036758    

Kessler, R. C., Adler, L., Ames, M., Barkley, R. A., Birnbaum, H., Greenberg, P., Johnston, J. A., Spencer, T., & Ustün, T. B. (2005). The prevalence and effects of adult attention-deficit/hyperactivity disorder on work performance in a nationally representative sample of workers. Journal of occupational and environmental medicine, 47(6), 565–572. https://doi.org/10.1097/01.jom.0000166863.33541.39          

Kubik, J. A. (2010). Efficacy of ADHD Coaching for Adults With ADHD. Journal of Attention Disorders, 13(5), 442–453. https://doi.org/10.1177/1087054708329960  

Lauder, K., McDowall, A., & Tenenbaum, H. R. (2022). A systematic review of interventions to support adults with ADHD at work—implications from the paucity of context-specific research for theory and practice. Frontiers In Psychology, 13, 893469–893469. https://Doi.Org/10.3389/Fpsyg.2022.893469  

Nadeau, K. G. (2005). Career choices and workplace challenges for individuals with ADHD. Journal of Clinical Psychology, 61(5), 549–563. https://doi.org/10.1002/jclp.20119  

Palmini A. (2008). Professionally successful adults with attention-deficit/hyperactivity disorder  (ADHD): Compensation strategies and subjective effects of pharmacological treatment. Dementia & neuropsychologia, 2(1), 63–70. https://doi.org/10.1590/S1980-57642009DN20100013    

Pinho, S. A., & Coutinho, F. (2024). Navigating the Professional Journey for Adults with Attention Deficit/Hyperactivity Disorder: Challenges and Strategies. European Psychiatry, 67(S1), S224–S224. https://doi.org/10.1192/j.eurpsy.2024.478  

Rodden, J. (2024, May 21). What is executive dysfunction? Sign and symptoms of EFD. ADDitude. https://www.additudemag.com/what-is-executive-function-disorder/ 

Solanto, M. V. (2011). Cognitive-behavioral therapy for adult ADHD: Targeting executive dysfunction. Guilford Press. 

Varrasi, S., Boccaccio, F. M., Guerrera, C. S., Platania, G. A., Pirrone, C., & Castellano, S. (2023). Schooling and occupational outcomes in adults with ADHD: Predictors of success and support strategies for effective learning. Education Sciences, 13(1), Article 37. https://doi.org/10.3390/educsci13010037  

Xu, G., Strathearn, L., Liu, B., Yang, B., & Bao, W. (2018). Twenty-year trends in diagnosed attention-deficit/hyperactivity disorder among us children and adolescents, 1997-2016. JAMA Network Open, 1(4). https://doi.org/10.1001/jamanetworkopen.2018.1471 

Danyelle Spohn, MS, is a Ph.D. student in the Combined School Psychology and Counseling Psychology program at Florida State University. She holds a Master of Science in Clinical Mental Health Counseling from the University of North Florida. Danyelle’s research and clinical interests center on supporting minoritized groups and individuals with disabilities, with a particular focus on dismantling the stigma surrounding ADHD and supporting emerging adults. She is passionate about advocating for inclusive and equitable mental health care for all. Danyelle can be reached at dspohn@fsu.edu for further information and questions.