ADHD, Boredom and Sensory Seeking - Dandelion Training & Development

ADHD is a neurodevelopmental condition. This means that the brain structure is different in those with ADHD in comparison to someone who is neurotypical. ADHD is associated with a dysregulated dopamine system. Dopamine is a neurotransmitter associated with feelings of pleasure, satisfaction and motivation. Dopamine is linked with movement, memory, pleasurable reward and motivation, behaviour and cognition, attention, sleep and arousal, mood and learning.

In ADHD, there is either:

Too much dopamine produced
Not enough dopamine receptors
Dopamine is not used effectively

Those with ADHD also have lower levels norepinephrine in their brains. Norepinephrine works hand in hand with dopamine. When it is present it is linked to arousal, alertness, promotes vigilance and enhances the formation and retrieval of memories. Where it is too low, there is not enough fuel to motivate individuals to rewards. In its absence, instead the body boosts adrenaline which can lead to drama, arguments and emotionally driven behaviours to boost activation.

ADHD is not being unable to learn

An individual with ADHD is not unintelligent, or unable to learn. They have an AVERSION to boredom. The very low levels of dopamine they experience, means that someone with ADHD has extreme difficulty in participating in tasks which are boring. Boredom is a stress response, so creates a stress reaction in the body. We can also call this HYPOSTRESS. The low levels of arousal, or underwhelm or under-stimulation are aversive to the ADHD brain.

Those with ADHD have incredible imaginations, but they are sensitive to boring tasks. They do not have a deficit in attention, but rather a greater sensitivity to things that they do not like. This takes up greater amounts of attention. Therefore, asking them to participate in tasks that they do not enjoy, require them to sit for long periods of time, ask them to sit in silence for a significant time all create low levels of arousal and this takes more energy for them to engage.

When they learn the tasks which engage them and inspire motivation, and are encouraged to pursue these they can focus on them for hours, and focus on multiple tasks at once. This allows them to be incredibly productive (if they are doing things that they love)

Sensory Seeking

In the absence of dopamine, and in periods of boredom, those with ADHD will often become sensory seeking in their actions. They are underwhelmed and unstimulated by their environment, and require sensory input to stimulate themselves. In the absence of dopamine, many individuals with ADHD will actually seek out adrenaline as this brings about similar sensations in their body (making them feel alive). Sensory seeking behaviours have the purpose of bringing about sensory input through one or more of the seven senses. Sensory seeking behaviours act to ground, regulate and/or excite to allow the individual to be able to interact with the world.

Where we do not support those with ADHD effectively, especially in situations such as the classroom, exams or quiet spaces, we may see them:

Irritating their peers seeking sensory input
Getting in and out of their seats
Dropping or throwing items to give them opportunity to move
Asking to go to the toilet, office or pastoral room frequently
Eating or drinking at times when this is not permitted or expected
Leaning, sitting on or seeking input from friends (pushing, shoving, play fights)
Starting arguments to boost adrenaline levels
Risk taking
Thrill seeking
List not exhaustive

Supporting Sensory Needs

Therefore, when supporting individuals with ADHD we want to consider strategies such as:

Regular movement breaks
Resources to support movement (resistance bands, air cushions, wobble mats etc)
Access to fidget toys
Planning in opportunities for hyperfocus tasks
Music to gain auditory input
Brown Noise to regulate
Bilateral Stimulation to regulate anxiety and stress
Sunshine to boost Vitamin D levels
Body Doubling
Short term / immediate rewards (ADHD does not respond to long term rewards)
Opportunity for regular exercise
Opportunity to eat regularly

Want to learn more?

If you want to learn more about mental health you can join our Level 4 training (here) or keep an eye out for our new courses coming soon (here).

Further help

For more articles about mental health visit – ARTICLES

To learn more about child and adolescent mental health visit – COURSES

For resources to support child and adolescent mental health visit –RESOURCES