ADHD and Social Function

Researchers have identified several key factors that act as stepping stones between being born with ADHD and developing depression later in life:

1. Academic underachievement
2. Discordant relationships
3. Emotional dysregulation
4. Low self-esteem

These factors interact and compound over time, leading to the development of depression in adulthood.

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“So as researchers looked into the link between ADHD and depression, what they found is that there are a couple of key factors, which are sort of the the stepping stones or links between being born with ADHD and winding up with depression.”

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“The next thing that researchers dug into is they discovered that as kids with ADHD underperform struggle with their relationships and really struggled to regulate their emotions, is they grow up into adults that have very low self esteem.”

• How do these factors interact and reinforce each other over time?
• What interventions could be most effective at each stage to prevent this progression?
• How might early recognition and addressing of these factors change the trajectory for individuals with ADHD?

ADHD Academic Challenges, Social Dynamics in ADHD, Emotional Regulation in ADHD, Self-Esteem Development in ADHD

Children with ADHD often face significant social challenges that contribute to their risk of depression:

1. Difficulty participating in conversations due to inattention and impulsivity
2. Often perceived as “clueless” or “spacey” by peers
3. Less likely to be invited to social events like birthday parties
4. Struggle to engage in relationships in the same way as their peers
5. Often at the bottom of social structures in school

These social challenges can lead to feelings of isolation and inadequacy, contributing to the development of low self-esteem and potentially depression.

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“So remember that in school and stuff like who are the kids that are appreciated, right? Who are the kids that are the most respected? Oftentimes it’s the kids who perform the best at school, or are the best at sports or are able to attend to conversations, whereas kids with ADHD are kind of clueless kind of spacey, and they don’t, they’re not really able to participate with the other kids in the same exact way.”

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“So imagine what effect that has on a child right? Oh, so and so has an awesome birthday party playing this weekend. I didn’t get an invitation. And on Monday morning, what is everyone talking about? Oh my God, it was awesome.”

• How can schools and communities create more inclusive social environments for children with ADHD?
• What strategies can be taught to children with ADHD to help them navigate social situations more effectively?
• How might peer education about ADHD change the social dynamics for affected children?

ADHD and Social Skills, Peer Relationships in ADHD, Social Inclusion Strategies

The process of developing shame and low self-esteem in individuals with ADHD is gradual and cumulative:

1. Recognition of difference: Children realize they can’t focus or perform like their peers
2. Misguided feedback: Adults tell them to “try harder” or “apply themselves” without understanding the underlying issue
3. Lack of proper support: Children aren’t taught how to focus or manage their symptoms
4. Comparison with peers: They see others succeeding without apparent effort
5. Internalization of “brokenness”: Children conclude there’s something fundamentally wrong with them
6. Accumulation of negative experiences: Academic struggles, social challenges, and emotional difficulties compound over time
7. Snowball effect: These issues can lead to further problems (e.g., substance use, delayed graduation)

This process can start as early as age 6 and continue into adulthood, potentially leading to depression.

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“And that in and of itself is especially devastating because you look at the other kids and none of them need to be taught how to focus, right and your parents don’t even realize that you need to be taught how to focus. Your teachers don’t even realize that you need to be taught how to focus. It’s just everyone else is able to do something that I am not able to do. So what is the conclusion that I naturally come to I’m busted. There’s something wrong with me.”

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“What was born is a seed of shame then becomes a tree and then becomes a gigantic tree and it bears flower and fruit and grows more and more trees and then you wind up as an adult with depression.”

• How can we intervene early in this process to prevent the development of shame and low self-esteem?
• What role does education about ADHD play in changing self-perception for affected individuals?
• How can we shift societal understanding to recognize ADHD as a difference in brain function rather than a personal failing?

Shame Development in ADHD, Self-Esteem Interventions, ADHD Education and Awareness