Navigating ADHD: A Reflection of Journey from “Lazy Student” to Facilitating Access to Mental Health and Well-being

Abstract

This personal narrative explores the lived experience of navigating attention-deficit/hyperactivity disorder (ADHD), from unrecognized challenges, and the pivotal role of empowering support systems in the eventual diagnosis. Highlighting the unique and multifaceted nature of ADHD, influenced by individual internal and external factors, the account underscores the critical importance of professional intervention. The narrative emphasizes the link between timely diagnosis and improved outcomes across academic, social, and personal spheres. By sharing this experience, the author aims to promote increased awareness and understanding of ADHD, encourage help-seeking behaviors, and advocate for compassionate support within mental health contexts.

The Narrative

Attention-deficit/hyperactivity disorder (ADHD) is often identified in childhood, yet many adults remain undiagnosed, particularly those exhibiting the inattentive type of ADHD. ¹ Studies indicate that only 20% of adults with this condition receive appropriate treatment from mental health professionals. ² This narrative reflects my personal experience with ADHD, underscoring the importance of timely support, individualized coping skills, and the need for awareness and intervention.

However, before I share how I navigated academics with executive function difficulties, it is important to note two things. First, every individual with ADHD is unique, and my experience is the result of multiple factors, both internal and external, interacting with each other. Fortunately, most of these factors have generally been in my favor. Someone with a similar diagnosis and challenges would perhaps have a completely different experience. For example, women and people belonging to marginalized populations are much less likely to be diagnosed, receive the right treatment, and therefore are prone to have poorer outcomes.^3,4

Second, the fact that I was able to reach my goals without any formal clinical support should not undermine the importance of reaching out to professionals and exploring all the support that is available. Studies show that treatment of ADHD is associated with better long-term outcomes in various domains such as academic achievement, self-esteem, and social functioning. ⁵

With these two caveats, let me share my story with you. From an early age, I struggled academically, often feeling overwhelmed and disengaged. The failure to recognize my symptoms led to a series of labels such as “careless,” “lazy,” and most infamously, “he can do better if he wants to,” often uttered by teachers unaware of the underlying issues contributing to my challenges. Repeated experiences of shame and embarrassment further exacerbated my academic difficulties, leaving me feeling less than, not enough, and misunderstood.

In the face of adversity, I experienced a significant internal shift around the 10th grade. Motivated by a desire to prove my detractors wrong, without realizing I discovered the phenomenon of hyperfocus. This newfound ability allowed me to concentrate for hours. I also discovered new ways to cope with my distractions. One of them was night study sessions, which worked wonderfully for me, as at night, there was not much happening around me to get distracted. If I were to study during the daytime, I would often use earphones to cut out the world around me. Without me knowing, I was employing strategies of stimulus control.

The underlying anguish of proving everyone wrong and channeling that anguish led me to excel in my board and entrance examination. Despite my initial success, the transition to college introduced new distractions that hindered my academic performance. Fortunately, I found a community of supportive peers, the importance of which cannot be overstated. They held me accountable with the deadlines, gave frequent reminders, and made spaces for me to work without attaching any judgment or sense of “doing a favor.” Their support became instrumental in achieving my long-held dream of pursuing a postgraduate seat in psychiatry.

Upon joining the Department of Psychiatry as a junior resident, I initially felt that my struggles had come to an end. However, the increasing responsibilities soon presented new challenges, revealing persistent difficulties in organization and attention. Feelings of inadequacy resurfaced, characterized by incessant thoughts of “I am not enough” and “I should quit.” Recognizing these patterns, I reached out to colleagues and peers I felt safe with, one such person was also my supervisor, who asked me to meet a mental health professional. At 26, I finally received a clinical diagnosis of adult ADHD (with ADHD in childhood), after completing thorough assessments. The introduction of medication transformed my clinical performance, significantly minimizing forgetfulness and fostering a sense of presence in my work. Eventually, my mind became a quieter place; it slowed down just enough for me to control it and redirect it to where I wanted it to.

Receiving a diagnosis empowered me to reject the negative labels I had been given throughout my youth. I began to understand that I was not “careless” or “lazy”; my brain just worked differently. This new perspective motivated me to develop practical strategies; I started noting down everything and used digital timers and alarms to outsource my time management. These changes had a profound effect, transforming not only my own self-perception but also the way my peers and colleagues viewed me. The most objective evidence of this shift appeared in my performance logbook. My supervisors’ descriptions changed remarkably: “Careless” was replaced with “sincere and diligent,” and “disorganized” became “dependable and reliable.” Ultimately, this journey reshaped the way I saw and felt about myself.

Although talk therapy was recommended for further support, I did not pursue it until two years after my diagnosis, well after my postgraduate training was complete. In retrospect, I believe the demanding schedule of my residency made therapy appear to be a lower priority, and my medication was sufficient to help me manage at the time. The real catalyst for change came when I started working as a consultant psychiatrist at a child and adolescent mental health clinic in Delhi. Working directly with neurodiverse children and adults made me fully realize that ADHD does not just affect performance at work; it profoundly impacts how one sees and feels about oneself. This professional insight ultimately motivated me to begin my own therapy journey.

Therapy became a space for me to reflect and also gather tools. Certain tools felt familiar to me; for example, having an accountability buddy system was exactly what my friends did for me.

Likewise, what my therapist called stimulus control was actually using techniques such as using earphones and music while studying.

Looking back on the five years since my diagnosis, this journey has been transformative. It has brought profound clarity about the way my brain works, leading to a significant shift in my perspective. I no longer see ADHD as a disorder, but rather understand it as a unique neurological variation, simply a different way the brain can be wired.

Conclusion

My lived experience navigating ADHD, marked by unrecognized struggles, empowering support systems, self-devised coping mechanisms, and eventual diagnosis, illustrates the multifaceted nature of the condition. Each person’s experience with ADHD is unique, influenced by various internal and external factors. The importance of professional support cannot be overstated, as timely intervention is linked to improved outcomes across academic, social, and personal domains. By sharing my story, I hope to foster greater awareness and understanding of ADHD, encouraging others to seek assistance and highlighting the critical need for compassionate advocacy in mental health contexts.