If you have ADHD or think you might:
The A.D.D. Resource Center can help!

Education

Surviving Your First Breakup: Practical Strategies for Teens and Young Adults with ADHD

by

Breaking up is tough for everyone, but if you have ADHD, your first heartbreak can feel especially overwhelming. This article explores why breakups hit differently when you have ADHD, what unique challenges you might face, and, most importantly, how you can navigate the emotional roller coaster and come out stronger. You’ll learn actionable coping strategies, ways to manage ADHD symptoms amid emotional distress, and practical resources to help you heal. Whether you’re a teen or in your twenties, you’ll discover that it’s possible to move forward with self-compassion and newfound resilience.

ADHD Isn’t a Superpower—And That’s Okay: Real Talk for Teens

by

As a teen with ADHD, you’re navigating school, friendships, family expectations, and your own identity—all while your brain works differently than your peers. The pressure to see ADHD as purely positive can make you feel guilty about struggling or ashamed when you need extra support. Most importantly, you need to know that you are not defective, lazy, crazy, or stupid—you have a neurological difference that requires specific strategies to manage successfully. Understanding the reality of ADHD helps you develop realistic expectations, seek appropriate help, and build genuine confidence based on your actual strengths and growth.

Comprehensive Analysis of ADHD School Issues: Evidence-Based Insights from The ADD Resource Center

by

Students with ADHD encounter multifaceted challenges that significantly impact their educational experience. The fundamental symptoms of ADHD—including inability to pay attention, difficulty sitting still, and problems controlling impulses—create substantial barriers to academic success. These difficulties are compounded by executive function deficits, with research indicating that students with ADHD experience approximately a thirty percent developmental delay in organizational and social skills compared to their peers. This developmental lag means that a twelve-year-old’s executive functioning may resemble that of an eight-year-old, necessitating increased supervision and support beyond what is typically expected for their chronological age.

Navigating Your Child’s Return Home: A Parent’s Guide to Transition and Resilience

by

Transitions, particularly from school life back to home dynamics, can feel overwhelming. Your child may have experienced newfound independence and developed routines that don’t necessarily align with home life anymore. As a parent, adjusting to their return means redefining expectations, fostering open communication, and allowing space for mutual growth. Understanding these challenges ensures a smoother, healthier transition for all.

Will Funding Private Schools Make Public Education Worse in the U.S.?

by

If you’re a parent, educator, policymaker, or concerned citizen, understanding how the flow of educational funding shapes outcomes is essential. Public schools serve over 90% of American children and play a vital role in promoting equality, civic responsibility, and social mobility. Redirecting taxpayer dollars to private schools doesn’t just shift money—it shifts opportunity, accountability, and the foundation of education as a public good.

How to Respond When the School Gives You a Laundry List of What Is “Wrong” with Your Child

by

Receiving a long list of concerns or criticisms about your child from their school can be overwhelming, emotional, and even alienating. As a parent, you want to advocate for your child’s strengths while ensuring their needs are understood and met. This article offers a thoughtful and strategic approach to responding constructively—balancing advocacy, collaboration, and self-education. Drawing on best practices from educational experts, parent advocacy groups, and the ADD Resource Center, you will learn how to transform difficult feedback into an opportunity for positive change and partnership with your child’s educators.

The Paradox of Self-Sabotage in ADHD

by

Self-sabotage represents a complex psychological pattern for individuals with ADHD, where undermining one’s own progress provides a paradoxical sense of control and even success. This article explores how emotional dysregulation in ADHD intensifies fear-based behaviors, resulting in procrastination, perfectionism, overcommitment, and conflict-seeking that derail potential success.

ADD Resource Center
/* Clarify tracking https://clarity.microsoft.com/ */