As a teacher and dyslexia specialist, I’ve started noticing a trend that leaves me both curious and concerned. Everywhere I turn — in the staffroom, in parent meetings, online — I hear someone talking about ADHD. Students, adults, even children as young as six are being described (or describing themselves) as having ADHD.
I’m not here to deny the reality of ADHD. I work with many students who live with it every day, and I understand how life-changing a proper diagnosis can be. But I’ve started to wonder: Is ADHD becoming the default explanation for all attention or learning difficulties? And if so, what are we missing?
The Rise of ADHD Awareness — and Over-Identification?
There’s no doubt we’re in a time of increased awareness. Social media has done a lot to destigmatize mental health and neurodivergence — a good thing, in many ways. People who never considered they might be neurodivergent are seeing traits in themselves and seeking answers.
But with this comes a trend toward self-diagnosis and broad labeling. Not every distraction, disinterest, or difficulty concentrating means ADHD. Sometimes, the real issue is something else — like dyslexia.
Dyslexia: Still Misunderstood, Still Missed
Here’s my worry: fewer people are seeking assessments for dyslexia. I’ve seen parents and teachers latch onto ADHD as an explanation for reading struggles, slow processing, or messy writing — when, in reality, those are classic signs of dyslexia.
To make matters more complicated, ADHD and dyslexia often co-exist. A student can have both — but if we only address attention issues, we’re missing the targeted literacy intervention they truly need. ADHD medication won’t teach a child how to decode words or build phonological awareness.
What’s Happening?
A few possible reasons:
- ADHD is more visible and better known than dyslexia in mainstream culture.
- A single diagnosis can sometimes be seen as more “convenient” when it covers a range of behaviors.
- Parents are overwhelmed — and ADHD content online is often more accessible and relatable than scientific info about dyslexia.
Why It Matters
Misdiagnosis (or partial diagnosis) means students don’t get the support they truly need. A child with undiagnosed dyslexia who gets labeled with ADHD may get behavior support or medication — but not the explicit, structured literacy teaching they actually need to succeed.
Moving Forward
If you’re a teacher, SENCO, or parent — here are some key takeaways:
- Learn the overlap: Both ADHD and dyslexia can affect focus, motivation, and academic performance — but in different ways.
- Ask for full assessments: Don’t stop at attention testing. Comprehensive evaluations should always include reading, writing, and language processing.
- Keep dyslexia in the conversation: It hasn’t gone away — but it risks being overshadowed in today’s diagnostic landscape.
Let’s make space for both accuracy and empathy. It’s not about choosing ADHD or dyslexia — it’s about being thorough, thoughtful, and committed to getting it right for each learner.