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Attention Deficit Hyperactivity Disorder (ADHD) is a highly prevalent and often misunderstood diagnosis. According to the Centers for Disease Control, 11% of children ages 4 to 17 have been diagnosed with ADHD. The condition is characterized by symptoms such as restlessness, impulsivity, and difficulty focusing.
Psychologists have long debated whether ADHD is a deficit or a distinct cognitive style. But a recent review of the evidence suggests that ADHD traits might have helped early humans survive and thrive.
Humans have evolved over thousands of years to develop certain cognitive abilities that help us survive. According to a recent review of the literature, ADHD traits like impulsivity and restlessness may be the result of evolutionary adaptations that once helped us succeed.
For example, impulsivity might have helped early humans respond quickly to danger or seize opportunities. Restlessness may have helped us explore our environment and find new sources of food.
A recent review of the evidence by child and adolescent psychiatrist Annie Swanepoel and colleagues (2022) makes the case for the latter. They argue that ADHD traits likely evolved in early human environments that rewarded exploration, novelty seeking, and movement, such as nomadic and migrating communities.
If they’re right, this has tremendous implications not only for education but also for how we talk and think about ADHD and other supposed “neurodevelopmental disorders.” Instead of seeing ADHD as a deficit to be fixed, we should see it as a gift to be nurtured.
The review by Swanepoel et al. (2022) suggests that ADHD traits likely evolved in early human environments that rewarded exploration, novelty seeking, and movement. This suggests that, rather than seeing ADHD as a deficit to be fixed, we should view it as a cognitive style that can be nurtured to unlock its potential.
For example, research shows that people with ADHD are often more creative and naturally adept at problem solving (Konrad & Eriksen, 2018). This is likely due to their superior working memory and visual-spatial skills, which enable them to think outside the box and come up with innovative solutions.
The review also found evidence that people with ADHD have superior working memory and better visual-spatial skills than those without the condition. Working memory enables us to remember a task and complete it later, while visual-spatial skills are important for navigation and problem-solving
In recent years, the negative consequences of ADHD have been well-documented. ADHD can lead to lower academic achievement, absenteeism, and a higher risk of dropping out of school.
At the same time, the review found that ADHD traits can be beneficial in certain educational contexts. For example, people with ADHD often perform better in hands-on and creative learning environments.
This evidence should prompt us to consider how we can change our educational systems to benefit, rather than hinder, this cognitive style. For example, educators may want to reduce the amount of rote memorization and increase the use of creative projects.
Overall the findings suggest that, rather than viewing ADHD as a disorder, we should acknowledge the potential advantages of this cognitive style. Educators should consider how to create learning environments that can harness the potential of people with ADHD, such as incorporating more hands-on and creative activities into their curricula.
By doing so, we can help ensure that people with ADHD can reach their full potential and thrive in a supportive educational environment.