ADHD looks different for every child, and it can change over time. While each child has their own unique strengths and challenges, it’s helpful to understand how ADHD may present at different ages and what common struggles can emerge.
In young children (age 3-5), it can be difficult to distinguish between ADHD and typical preschool behaviours, which is why formal ADHD testing is not usually recommended until about age six, when results become more accurate and reliable.
| At Home | At School | |
|---|---|---|
| Attention Management | Easily distracted during play or tasks; abandons activities quickly | Difficulty sitting through circle time or listening to stories |
| Sustained Effort Management | Resists completing simple tasks like tidying toys | Avoids engaging in activities that require patience |
| Emotion & Action Management | Frequent tantrums when transitioning activities | Difficulty waiting their turn or sharing toys |
| Information Management | Frequently loses toys or personal items | Struggles to recall simple instructions |
| Task Management | Needs constant help with multi-step tasks (e.g., getting dressed) | Struggles with simple sequencing tasks like tidying up |
Children with ADHD often seem socially younger than their peers. This gap becomes increasingly noticeable as they progress through their early school years (ages 6-8) and the expectations for independence and self-regulation grow, both at home and at school.
| At Home | At School | |
|---|---|---|
| Attention Management | Struggles to stay focused during family conversations or meals | Daydreaming in class; missing key parts of instructions |
| Sustained Effort Management | Struggles to finish homework or small chores | Starts tasks but doesn’t complete them without reminders |
| Emotion & Action Management | Overreacts to small frustrations (e.g., sibling disagreements) | Emotional outbursts when facing constructive criticism |
| Information Management | Forgets to put away belongings after reminders | Loses assignments or supplies |
| Task Management | Cannot independently manage morning or bedtime routines | Struggles with multi-step math problems or projects |
As social life becomes increasingly important in the school-age years (ages 9-12), challenges with social skills may become more apparent. At the same time, growing academic demands can be especially difficult for children with ADHD to manage, particularly when executive function skills like organization, planning, time management, and task initiation are underdeveloped.
| At Home | At School | |
|---|---|---|
| Attention Management | Struggles to stay focused during family conversations or meals | Daydreaming in class; missing key parts of instructions |
| Sustained Effort Management | Struggles to finish homework or small chores | Starts tasks but doesn’t complete them without reminders |
| Emotion & Action Management | Overreacts to small frustrations (e.g., sibling disagreements) | Emotional outbursts when facing constructive criticism |
| Information Management | Forgets to put away belongings after reminders | Loses assignments or supplies |
| Task Management | Cannot independently manage morning or bedtime routines | Struggles with multi-step math problems or projects |
As teens (ages 13-18) enter adolescence, academic, social, and everyday demands increase, often making this a particularly challenging time for those with ADHD. Executive function difficulties tend to become more pronounced, impacting school performance, daily routines, and the ability to stay organized and motivated. Navigating increasingly complex social dynamics can also be difficult, leading some teens to feel isolated or discouraged. These challenges, combined with rising expectations, can contribute to low self-esteem, depression, or other mood concerns, making the teen years a particularly vulnerable period.
| At Home | At School | |
|---|---|---|
| Attention Management | Zoning out during family discussions or when given chores | Trouble focusing during long lectures or studying sessions |
| Sustained Effort Management | Procrastinates on long-term responsibilities like laundry | Skips assignments requiring sustained focus |
| Emotion & Action Management | Slams doors or withdraws during family conflicts | Overwhelmed by group project dynamics; easily frustrated |
| Information Management | Misplaces important items like keys or phones | Forgets to study for tests despite reminders |
| Task Management | Needs guidance to prioritize responsibilities like homework vs. chores | Procrastinates on assignments; struggles to meet deadlines |
More than 75% of children with ADHD continue to experience significant symptoms into adulthood. The shift to post-secondary life—juggling academic demands, independent living, employment, and personal responsibilities—can be overwhelming. For many young adults (age 19-24) with ADHD, it’s not just about time management or organization; difficulties with motivation, emotional regulation, memory, and maintaining daily routines can significantly impact their ability to thrive. It’s not uncommon for these challenges to lead to academic struggles, increased stress, and a decline in mental health without the right supports in place.
| At Home | At School/Work | |
|---|---|---|
| Attention Management | Losing focus while budgeting or cooking; distracted by phones | Difficulty maintaining attention in meetings or study sessions |
| Sustained Effort Management | Difficulty managing ongoing tasks like paying bills | Fails to meet deadlines for large projects or essays |
| Emotion & Action Management | Avoids difficult conversations at home; frequent mood swings | Reacts emotionally to professional or academic feedback |
| Information Management | Loses track of essential documents or schedules | Forgets key details from meetings or lectures |
| Task Management | Overwhelmed by balancing work, study, and errands | Misses deadlines due to poor prioritization |
