Rethinking Work Through the Lens of ADHD
Key takeaways
- Employees with ADHD often experience workplace friction sooner and more intensely, revealing opportunities to improve how work gets done for everyone.
- Designing work with neurodiversity in mind can unlock strengths like creativity, innovation, and deep focus while reducing unnecessary friction and improving work outcomes.
- Better work design benefits everyone, not just employees with ADHD.
Most conversations about ADHD in the workplace focus on accommodations or individual support. But there's another way to look at it.
Employees with ADHD often experience the effects of unclear priorities, information overload, and constant interruptions sooner than their peers. Rather than viewing these challenges as individual shortcomings, organizations can treat them as signals that work itself may need redesigning.
When work is designed to support different ways of thinking, everyone benefits.
#1 Design work around strengths
Employees with ADHD often bring strengths like creativity, pattern recognition, adaptability, entrepreneurial thinking, and deep engagement with meaningful work. Those strengths are most likely to emerge when expectations are clear and work aligns with how people perform best.
Ask:
- What work energizes this employee?
- Where do they do their best thinking?
- What strengths are we underusing?
#2 Reduce unnecessary friction
Many everyday workplace challenges aren't unique to ADHD. They simply become visible sooner.
Unclear priorities, scattered information, and constant context switching make it harder for everyone to do their best work.
Simple changes can make a meaningful difference:
- Identify the top one to three priorities each week.
- Document decisions in one place.
- Clarify ownership and next steps.
- Follow important conversations with written summaries.
- Protect uninterrupted focus time whenever possible.
Clearer work benefits every employee.
#3 Give people flexibility in how they work
People organize information, manage attention, and solve problems differently. Rather than expecting everyone to work the same way, focus on outcomes while allowing flexibility in how work gets done.
Some employees may prefer written instructions. Others may rely on project management tools, accountability partners, or body doubling to stay on track. When organizations optimize for results instead of rigid processes, they create more opportunities for people to succeed.
#4 Question long-standing workplace norms
Many ideas about professionalism have little to do with performance. Does everyone need to process ideas the same way? Keep their camera on? Take notes in the same format?
Reconsidering these assumptions creates more room for different working styles while helping reduce the pressure many employees with ADHD feel to mask how they naturally think and work. Psychological safety grows when employees feel comfortable asking questions, requesting clarification, and working in ways that help them perform at their best.
#5 Give employees the right tools and support
Technology and specialized mental health support can reduce unnecessary cognitive load. AI note-takers, automated reminders, and workflow tools help simplify administrative work, while ADHD-informed coaching, therapy, and neuropsychological testing help employees build and harness practical skills that extend beyond work.
Supporting neurodiversity isn't simply about providing accommodations. It's about helping employees spend less energy overcoming workplace friction and more energy contributing their strengths.
A stronger workplace for everyone
Many of the practices that support employees with ADHD in the workplace also create better ways of working for everyone. As organizations look to improve performance, engagement, and innovation, designing work for different ways of thinking is one of the most practical places to start.
Build work that works for more people
Explore practical ways to support neurodiverse employees
Author
Adrianne Lona, MD
Dr. Lona is a team lead psychiatrist at Lyra Health with training in adult psychiatry from Harvard Longwood and child and adolescent psychiatry from Stanford University. Her expertise includes autism spectrum disorders, anxiety, and trauma. She serves on the American Psychiatric Association’s Council on Quality Care and teaches at the University of South Alabama.