"When adults with ADHD reflect on their time in school, the details differ, but the themes are remarkably consistent. They remember being described as capable, but inconsistent, bright, but not applying themselves, disruptive, distracted, or careless. These descriptions were written in report cards, spoken in meetings, or implied through daily interactions. At the time, they may have seemed like routine feedback, but those messages tend to stay with us, buried."
"Years later, I have watched capable, thoughtful adults read those comments again and felt something shift in their posture, their tone, their sense of themselves. The words may be old, but the meaning hasn't fully faded. For some, the memory is less about what was written and more about how it felt: being corrected often, missing expectations they didn't fully understand, or sensing that they were out of step with what was required."
Adults with ADHD often carry emotional scars from their school experiences, which can influence their parenting. Negative feedback during formative years shapes their self-concept and responses to their children's learning. Reflecting on past school experiences allows adults with ADHD to respond more intentionally to their children. Common memories include feelings of being capable yet inconsistent, bright but unmotivated, and often disruptive. These lingering messages from school can significantly impact their self-esteem and parenting approach.
Read at Psychology Today
Unable to calculate read time
Collection
[
|
...
]