The Misconceptions That Stifle Students with ADHD

What myth or misconception about ADHD in the classroom would you like to shine a truthful light on? Here, readers recall times when their child was misunderstood by teachers, or reflect on a time when they themselves faced challenges.

By ADDitude Editors Verified Updated on October 20, 2023

Portrait of bored schoolboy in red shirt sitting at a desk and looking frustrated, zoned out, unfocused, inattentive. — Portrait of bored schoolboy at desk. Male kid is studying in classroom. He is wearing casuals at school.

Misunderstood ADHD in the classroom leaves students with permanent scars. Pervasive misconceptions at school — held by educators and other students — hurt children. Many traditional school systems are due for repairs, beginning with specialized teacher training, support, and interventions to support neurodivergent thinkers.

Why is attention deficit still dismissed, overlooked, and misunderstood at school? It’s important to note that ADHD is not considered a learning disability in special education law.¹ Of the 13 categories listed in the Individuals with Disabilities Education Act (IDEA), ADHD is classified under “other health impairments” and not as a specific learning disability. Perhaps it’s time for a change.

Explicitly naming ADHD in the IDEA could help unlock more specific and helpful accommodations in IEP and 504 Plans. It could also facilitate the teacher training needed to guarantee an equitable education. For now, though, that training is rare and misunderstandings abound.

The Misunderstood Era of ADHD

We asked caregivers to reflect on their child’s relationship with teachers, or to look back on their own experiences in the classroom. What do educators most often misunderstand about ADHD? About learning differences?

“My 10-year-old son is answering this question, and he says, ‘They often don’t realize that we need more breaks, and think more creatively about problems and solving them, which can sometimes look different than the way the teacher would want to see the problem solved.’” — Jonathan, Texas

[eBook: The Teacher’s Guide to ADHD School Behavior]

“My 14-year-old son is a student in a public high school in New York City. I can’t believe that the school still treats his occasional unregulated behavior with both detentions and suspensions. They take any backtalk from him personally and punish him for it instead of recognizing that it is a symptom of a neurodivergent condition and treating it as such.” — Josephine, New York

“[Educators think] ADHD students are not fit for public school, and that they will not flourish in a public school setting.” — Lisa, Texas

“As a former educator, I was not adequately trained to understand or identify learning differences. I took an entire credit course on ADHD and did not know that I myself had ADHD.”

“Because of my daydreaming, I often didn’t pay attention. Then my anxiety would keep me from answering when questioned by a teacher. I feel like I was written off as ‘stupid’ in elementary school.” — Debbie, Ohio

[Read: 10 Ways We Would Fix the U.S. School System]

“Educators do a great job trying to understand ADHD. School administrators that handle behavioral issues are where we run into problems…” — An ADDitude reader

“Educators don’t seem to have an understanding of invisible disabilities and take ADHD as a personal affront to their authority.” — Denise, Alabama

“Even now, too many educators believe having ADHD is a choice. It is not! I was labeled unruly and unwilling to ‘settle down’ or take my studies seriously.” — Cee, West Virginia

“Fidgeting does not mean that I am not listening. This accusation was placed on me at a teacher training. When I stressed out, I started to crochet to calm my mind and was written up for rudeness.” — Ann, California

“I think they don’t know a lot about the differences between ADHD and LD. Even today, educators use the term ‘ADHD’ just because a child cannot focus in class. They fail to understand that even kids with LDs will not stay focused when they do not understand what is being taught.” — Boon Eu, Malaysia

“I think they understand [ADHD], but they don’t have the resources to respond appropriately. The most important thing, in my opinion, is for teachers to be kind and not label kids as naughty or deliberately disruptive.” — Jen, Australia

“Educators with enough sensitivity or compassion can work well with ADHD kids because they can intuitively make changes to help the child. Others, who just aren’t as sensitive or compassionate, can be taught about ADHD but will never be excellent teachers for ADHD kids. I left the regular school system because I got tired of teachers telling me that my kids were lazy or just weren’t trying, even after we did educational assessments to prove that they had ADHD.” — Sarah, Canada

“Many teachers do not see past disruptive behavior. My report card always said I was ‘distracted’ or ‘bored.’ As a result, they put me in advanced classes and never even talked about [my] ADHD. My kids weren’t as disruptive as I was, but I feel like most people get annoyed and ignore the behaviors rather than try to question or find the source of the it.” — Stephanie, Florida

“Educators don’t understand that you can’t just try harder like everyone else. They think you can adopt neurotypical learning styles and succeed. So, they push these tactics that work for neurotypical students rather than receive training on what else to do.” — Anne, New Zealand

“Most educators, then and now, still marginalize students with any neurodivergent condition. Some of that seems to be on the parents; not all guardians are willing to have their children tested and diagnosed. It may seem odd that adults still worry about stigma — but as a parent to an ADHD teen, an ADD sufferer myself, and a language teacher for the past 12 years in elementary schools, it has become painfully obvious that these issues still aren’t adequately addressed. I believe this is due to the challenge of educating every unique individual in what, to me, has become an outdated and ineffective educational system — one in which we still warehouse youth. Large-group learning can’t help but require conformity. And that’s obviously not a solution.” — Sandra, Pennsylvania

“Most think it is an excuse and not a real diagnosis. Also, my child is autistic with ADHD. If the teachers have ADHD experience, they don’t realize or understand that there is a difference when comorbidities are involved. Different methods are needed.” — Maureen, Texas

“They think that ADHD is something that can be changed if the person tried harder. People with ADHD can be ‘extra’ if they are not in environments that are conducive to learning. Instead of realizing that the environment is the problem and making appropriate accommodations, they view the person with ADHD as the problem. They require students to ‘suffer through it’ because they think this will somehow make the ADHD go away.” An ADDitude reader