ADHD traits in childhood predict physical health problems in midlife, but early exercise interventions may offset this risk, suggest two new studies.

A cohort study of 10,930 participants published in JAMA found that adults with severe childhood ADHD traits had more physical health problems and greater physical health-related disability by age 46 compared to those with less severe ADHD symptoms by age 10.¹

The researchers reported that 42.1% of participants with higher ADHD traits in childhood developed multimorbidity (two or more co-occurring physical health conditions) by age 46. In comparison, just 37.5% of participants with fewer ADHD traits experienced the same health outcomes. Notably, the link between ADHD traits and physical health-related disability appeared much larger in women than it did in men.

Cumulative exposure to health risk factors, such as smoking, alcohol use, psychological distress, low educational attainment, and high body mass index, explains part of the association between ADHD, multimorbidity, and physical disability. However, the researchers emphasized that the direct association between ADHD and physical health outcomes remained significant.

“Clinicians should be aware of the increased rates of physical health problems and associated disability in people with ADHD and should proactively address potential contributing health risk factors,” they wrote. “Integrated interventions addressing mental health, physical health, and key health risk factors may help to reduce chronic conditions in this population.”

The JAMA study analyzed data from the population-based 1970 British Cohort Study, which included people born in England, Scotland, and Wales during the same week in 1970, with follow-up data collected over 46 years.

Increased Mortality Risk for People with ADHD

Untreated physical health problems and co-occurring conditions could reduce the life expectancy of people with ADHD at a higher rate than seen in the general population. A January 2025 study published in The British Journal of Psychiatry comparing the mortality rates of people diagnosed with ADHD to people without ADHD found that the life expectancy for women with ADHD is 8.6 years shorter than that of women without ADHD, while the life expectancy of men with ADHD is 6.8 years shorter. ²

“Adults with diagnosed ADHD are living shorter lives than they should,” the study’s authors wrote. “We believe that is likely caused by modifiable risk factors and unmet support and treatment needs in terms of both ADHD and co-occurring mental and physical health conditions.”

Exercise Interventions Improve Long-Term Mental Health

A 2023 treatment survey of 11,000 ADDitude readers reported positive benefits of exercise. About half of the respondents who exercise regularly rate this ADHD treatment as “extremely” or “very” effective. A staggering 94% of caregivers and 95% of adults recommend exercise to treat ADHD symptoms. However, only 13% said a doctor had recommended exercise to reduce symptoms, and just 37% said physical activity was part of their treatment plan.

“When I get into a good stride with routine exercise, it almost always goes hand-in-hand with better eating habits, better focus, energy levels, mental clarity, and stronger relationships and productivity,” said one adult with ADHD. “Exercise is undoubtedly a crucial piece of the (treatment) puzzle.”

“Depression can really take hold of my 10-year-old son,” one parent said. “We see great improvements after physical activity. He enjoys the elliptical, rower, spin bikes, automatic stepper, and treadmill.”

A new meta-analysis including 18 studies further explores the potential of exercise as an effective adjunctive approach for improving mental health in individuals with ADHD when it is integrated into a multimodal treatment plan that includes pharmacotherapy, behavioral therapy, or psychoeducation.
Exercise interventions produced small-to-moderate improvements in depressive symptoms, anxiety, and emotion regulation in individuals with ADHD, according to the study published in Frontiers in Psychology.

Mind-body integrated exercises, such as yoga and tai chi, significantly improved both depression and anxiety symptoms compared to physical exercises (e.g., structured fitness or sports without a mindfulness component), which did not show significant improvements across outcomes.

The researchers suggest that this advantage may stem from the “mind-body integration” of activities like yoga. By combining physical movement with breath awareness, focused attention, and present-moment acceptance, mind-body exercises directly target emotional dysregulation and attentional control, which are core components of ADHD.

Results from the meta-analysis found that adolescents with anxiety who practiced mind-body exercises experienced the greatest improvements. While children showed moderate improvement, the results were not statistically significant. These discrepancies could be due to developmental differences: Adolescents may be better able to engage with and benefit from the psychological components of exercise, while younger children may require more play-based or gamified approaches.

In addition, the most statistically significant reduction in depressive symptoms occurred from moderate-intensity exercise, whereas low-intensity and high-intensity exercises did not demonstrate measurable benefits for depression, anxiety, or emotion regulation.

While intervention length varied widely (from single sessions to 20-week programs), with no clear differences emerging across durations, single sessions demonstrated immediate short-term anxiety-reducing effects. However, to sustain benefits, longer-term participation may be necessary, the researchers suggest.

They emphasized that the study’s overall findings should be viewed as hypothesis-generating rather than definitive. “Because study designs and exercise protocols varied considerably, the results should be interpreted cautiously, and more rigorous research is needed before definitive clinical guidelines can be established,” they wrote.

Sources

¹Stott, J., O’Nions, E., Corrigan, L., Cotton, J., Donnellan, W.J., et al. (2026). Attention-Deficit/Hyperactivity Disorder Traits in Childhood and Physical Health in Midlife. JAMA Netw Open. https://doi.org/10.1001/jamanetworkopen.2025.54802

²O’Nions, E., El Baou, C., John, A., Lewer, D., Mandy, W., McKechnie, D.G.J. et al. (2025). Life expectancy and years of life lost for adults with diagnosed ADHD in the UK: matched cohort study. The British Journal of Psychiatry. https://doi.org/10.1192/bjp.2024.199

³Shenning, Z., Yaoqi, H., Wenying, S., and Xiangqin, S. (2026). The effect of exercise interventions on mental health in children and adolescents with attention-deficit/hyperactivity disorder: a meta-analysis. Front. Psychol. https://doi.org/10.3389/fpsyg.2026.1748777

Reserve your spot in this free webinar, and get the event replay link plus a 15% discount to ADDitude magazine

Not available April 2nd? Don’t worry. Register now and we’ll send you the replay link to watch at your convenience.

Emotional distress includes feelings of anxiety, low mood, worry, rumination, and self-criticism. For people with ADHD, as well as those facing chronic stress, it can stem from changes in relationships, work, caregiving demands, health problems, or challenges to life satisfaction. When we feel prolonged uncertainty, our distress can become self-perpetuating. Heightened emotional reactions lead to overthinking and avoidance, which ultimately limit meaningful action and personal growth.

In this webinar, Doug Mennin, Ph.D., introduces ideas aligned with emotion regulation therapy, a research-based approach designed to help people better understand and respond to emotional distress. Rather than trying to erase difficult emotions, this approach focuses on changing how we relate to them so that we can move forward with greater clarity, flexibility, and purpose.

In this webinar, you will:

• Understand emotional distress through a motivation and emotion-regulation lens, including why anxiety and depression often feel so hard to shift
• Recognize common patterns like worry, rumination, and self-criticism that keep distress going
• Build mindful awareness of emotions, body sensations, and internal conflicts without becoming overwhelmed by them
• Develop practical skills to step back from intense thoughts and feelings and see them more clearly
• Use emotion-regulation strategies to support meaningful actions, even when emotions are uncomfortable

Have a question for our expert? There will be an opportunity to post questions for the presenter during the live webinar.

Webinar Sponsor

Emotional dysregulation can make everyday triggers feel bigger and harder to manage. Play Attention, inspired by NASA technology and backed by Tufts University research, strengthens executive function and self regulation so adults can respond with greater calm and control. With a personalized plan and expert coaching, Play Attention supports lasting change. Take our ADHD assessment or schedule a consultation today.

www.playattention.com

ADDitude thanks our sponsors for supporting our webinars. Sponsorship has no influence on speaker selection or webinar content.

Emotional Dysregulation in Adults: Resources

• • • Free Download: Emotional Regulation & Anger Management Scripts
    • Read: Everything You Never Knew About the ADHD Brain
    • Read: Does ADHD Emotional Dysregulation Ever Fade?
    • Read: After the Shame: How to Re-Center Your Bruised Emotions

Meet the Expert Speaker

Doug Mennin, Ph.D., is a Professor of Clinical Psychology and Director of Clinical Training of the Clinical Psychology Ph.D. Program at Teachers College, Columbia University. He earned his Ph.D. from Temple University in 2001 and has previously held positions in the Department of Psychology at New York University, Yale University, and CUNY Hunter College, where he was Co-Director of the Health Psychology and Clinical Science PhD training program. In his academic role, Professor Mennin has trained numerous graduate students and post-baccalaureate research assistants on diagnosis, assessment, and treatment of anxiety and mood disorders. He has published more than 150 articles, chapters, and books and is the developer of Emotion Regulation Therapy (ERT). He regularly leads workshops to help people better understand and respond to their struggles with anxiety, worry, and depression. He currently serves on the editorial board of six journals and has been on the executive boards of the APA Division of Clinical Psychology, the Society for a Science of Clinical Psychology, and is the former Chair of the Scientific Council of the Anxiety and Depression Association of America (ADAA).

Certificate of Attendance: For information on how to purchase the certificate of attendance option (cost $10), register for the webinar, then look for instructions in the email you’ll receive one hour after it ends. The certificate of attendance link will also be available here, on the webinar replay page, several hours after the live webinar. ADDitude does not offer CEU credits.

Closed captions available.

Digital mental health treatments like LumosityRx, a new prescription digital therapeutic (PDT) for ADHD, and interventions like digital cognitive behavioral therapy (DCBT) for anxiety have been shown to be safe and effective adjunct therapies, according to new research.

“Harnessing digital therapeutics to expand working memory and improve focus and concentration is at the forefront of clinical development and research,” says Greg Mattingly, M.D., an associate clinical professor at Washington University School of Medicine who has been a principal investigator in trials for Akilli Interactive, Lumos Labs, and other digital therapeutic manufacturers.

FDA Clears LumosityRX

Lumos Labs obtained 510(k) clearance from the U.S. Food and Drug Administration (FDA) for LumosityRx on December 10, 2025. The brain training app guides patients through 13 clinically validated games targeting attention, working memory, and cognitive control; it is indicated for use in adults ages 22 to 55 with primarily inattentive or combined-type ADHD. According to the manufacturer, LumosityRx targets attention but does not aim to treat all behavioral symptoms of ADHD, such as hyperactivity.¹

LumosityRx is not intended to be a standalone treatment but part of a broader treatment plan that may include clinician-directed therapy, medication, and/or educational programs. Research confirms that “stimulant medications are most effective, and combined medication and psychosocial treatment is the most beneficial treatment option for most adult patients with ADHD.” ² In addition, the PDT may not be appropriate for users with photo-sensitive epilepsy, color blindness, or physical limitations that restrict the use of a mobile device.

FDA clearance was based on results from the GAMES Study, a randomized, double-blind, sham-controlled clinical trial that included 560 unmedicated participants aged 22 to 55 years with an ADHD diagnosis across 13 U.S. clinical sites. Participants were randomly assigned to use LumosityRx or sham game-play therapy for approximately 15 minutes daily for 9 weeks.

Participants using LumosityRx improved their sustained and selective attention by 1.1 points compared to 0.3 points in the control group on the Test of Variables of Attention (TOVA) Attention Comparison Score (ACS); 44.2% demonstrated “clinically meaningful” gains in attention, defined as improvements of greater than 1.4 points. Users also reported a “clinically meaningful” increase of 8.7 points on the Adult ADHD Quality of Life (AAQoL) questionnaire.

Blinded clinician assessments rated approximately 1 in 3 participants in the PDT group as “much improved” or “better” compared to the controls on the Clinical Global Impression–Improvement (CGI-I) scale.

No serious adverse events were reported, and fewer than 1% of participants experienced treatment-related adverse events.

“Adult ADHD is often misunderstood, and many patients still struggle to find treatment options that fit into their lives,” said Ann Childress, M.D., principal investigator of the trial and president of the Center for Psychiatry and Behavioral Medicine, Inc., in Las Vegas. “Digital therapeutics like LumosityRx open up new possibilities: clinically validated, highly engaging, and accessible from a mobile device.”

DCBT for Anxiety

Digital therapeutics gained further validation in a new study published in JAMA Network Open that found smartphone-delivered digital cognitive behavioral therapy (DCBT) provided significant and sustained benefits to adults with general anxiety disorder (GAD).³

Symptom remission occurred in 71% of participants receiving DCBT at 10 weeks and increased to 77.7% at 24 weeks, according to the study. In comparison, remission occurred in 34.6% of the control group at week 10 and increased to 52% at week 24. The DCBT group reported significant reductions in depressive symptoms and sleep disturbance at weeks 10 and 24 compared to the control group.

Participants in the DCBT intervention group received access to DaylightRx, a mobile digital therapeutic for generalized anxiety that received FDA clearance in September 2024. DaylightRx uses CBT techniques, such as cognitive restructuring, applied relaxation, stimulus control, avoidance reduction, mindfulness, problem-solving, and imaginal exposure, and delivers them through interactive lessons and guided practices.

Members of the psychoeducation (control) group received online access to evidence-based psychoeducation for anxiety self-management, which included education on the symptoms, prevalence, causes, and consequences of GAD, as well as advice on lifestyle changes (e.g., increased sleep and exercise) that individuals could make to reduce anxiety.

The randomized clinical trial took place between March 8, 2023, and February 28, 2024, and it involved 351 adults aged 22 years or older diagnosed with GAD. Participants completed online self-report questionnaires at 6, 10, and 24 weeks, and they participated in video visits with a blinded independent evaluator at 10 and 24 weeks.

Why Consider Digital Therapeutics?

Cognitive behavioral therapy (CBT) and pharmacotherapy are first-line interventions for GAD.⁴

However, the study’s authors explained, systematic barriers, such as an inadequate number of trained therapists, the burden of in-person therapy, and stigma, may make CBT inaccessible for patients.^{5, 6}

“Digital CBT programs may have the potential to overcome barriers to effective treatment and expand therapist reach and impact,” they wrote. “The consistent evidence for the efficacy of this smartphone-accessible DCBT suggests it is a scalable, first-line treatment option for adults with GAD.”⁷

For the first time, the 2025 Medicare Physician Fee Schedule (MPFS) issued a final rule that includes reimbursement opportunities for FDA-cleared digital mental health treatments, potentially easing access to digital therapeutics in clinical settings.

EndeavorRx, developed by Akili Interactive (now part of Virtual Therapeutics), was the first FDA-approved game-based digital therapeutic device for the treatment of primarily inattentive or combined-type ADHD in children ages 8 to 12. Akili used its proprietary technology to develop EndeavorOTC, the first FDA-authorized over-the-counter digital therapeutic treatment designed to treat symptoms of inattentive ADHD in adults 18 and older. Neither EndeavorRx nor EndevaorOTC are intended to be used as a stand-alone therapeutic or a substitute for ADHD medication.

All ADHD treatment decisions should be made in consultation with a licensed medical provider.

Sources

¹Lumosity announces FDA clearance of LumosityRx, a prescription digital therapeutic for adults with ADHD. News release. Lumos Labs. December 10, 2025. Accessed December 15, 2025. https://www.businesswire.com/news/home/20251210648945/en/Lumosity-Announces-FDA-Clearance-of-LumosityRx-a-Prescription-Digital-Therapeutic-for-Adults-with-ADHD

²Kolar, D., Keller, A., Golfinopoulos, M., Cumyn, L., Syer, C., Hechtman, L. (2008). Treatment of adults with attention-deficit/hyperactivity disorder. Neuropsychiatr Dis Treat. https://doi.org/10.2147/ndt.s6985

³Parsons, E.M., Ball, T., Carl, J. (2025). Digital cognitive behavioral treatment for generalized anxiety disorder. A randomized Clinical trial. JAMA Network Open.
https://doi.org/10.1001/jamanetworkopen.2025.48884

⁴National Institute for Health and Care Excellence. Generalised anxiety disorder and panic disorder in adults: management. NICE clinical guideline No. 113. Published January 26, 2011. Updated June 15, 2020. Accessed January 23, 2025. https://www.nice.org.uk/guidance/cg113/resources/generalised-anxiety-disorder-and-panic-disorder-in-adults-management-pdf-35109387756997

⁵Wolitzky-Taylor, K., Fenwick, K., Lengnick-Hall, R., et al. (2018). A preliminary exploration of the barriers to delivering (and receiving) exposure-based cognitive behavioral therapy for anxiety disorders in adult community mental health settings. Community Ment Health J. https://doi.org/10.1007/s10597-018-0252-x

⁶Gunter, R.W., Whittal, M.L. (2010). Dissemination of cognitive-behavioral treatments for anxiety disorders: overcoming barriers and improving patient access. Clin Psychol Rev. https://doi.org/10.1016/j.cpr.2009.11.001

⁷Carl, J.R., Miller, C.B., Henry, A.L., et al. (2020). Efficacy of digital cognitive behavioral therapy for moderate-to-severe symptoms of generalized anxiety disorder: a randomized controlled trial. Depress Anxiety. https:/doi.org/10.1002/da.23079

I don’t need to tell you that anxiety has a way of hijacking the ADHD brain’s attention and focus. That it shows up unannounced, derailing our plans and schedules. But what if you could turn the tables and put anxiety itself on a schedule?

Giving your worries a scheduled time slot — and pairing them with healthy reframing and other worry-busting skills — isn’t about suppressing or trying to stop anxiety. It’s about staying in control, a form of emotional regulation in action. You’re training your brain to avoid hours of rumination so you can stay more calm, present, and productive.

Worry Time: How to Timebox or Delay Anxiety

1. When anxiety and worry come up — like on your way to a doctor’s appointment, or just before taking a difficult exam, or as you think about a difficult conversation you need to have — immediately set a 15-minute timer. (Or whatever time frame is feasible.)

2. Over the next 15 minutes, write or say aloud all your worrisome thoughts. What if I have a serious disease? What if I make a fool of myself? What if I fail my test? Give your full attention to your thoughts, no matter where they take you.

💭 Read: Why Do I Assume the Worst-Case Scenario?

3. As the minutes pass, you may find that you feel much better just by venting. You may have also challenged some of your thoughts:

• How likely is that to happen?
• What evidence do I have for this supposed outcome?
• Where am I jumping to conclusions?
• Am I doubting my ability to handle the outcome I fear? When have I faced a similar situation?
• Is the problem in my control? What can I do about it if so? Which of my traits and strengths can I use to help me?

If you find yourself devoting your entire session to worrying (or if time blindness is a factor), consider a timer within a timer — one to signal that it’s time to switch to problem-solving and thought-challenging mode.

4. When the timer is up, stop worrying and return to your schedule. Close your notebook and say to yourself, “Worry time is finished.” Follow worry time with a pre-chosen anchor activity, like taking a shower or preparing dinner, to ease your mind off worrying.

😌 Read: 6 Ways to a Worry-Free Mind

5. In lieu of setting a 15-minute timer for worrying as soon as it appears, set a standing 15-minute appointment on your calendar for worrying, like you would for any other activity. When worries come up, jot them down and tell yourself that you’ll get to it later. Go ahead and tell your worry to wait. “I’ve got you on my calendar!”

Linda was studying for the LSAT when the thought, “What if I fail?” kept flashing like a neon sign through her mind. Instead of spiraling and using up her precious study time, she scheduled two standing worry appointments — Tuesdays and Thursdays from 4:15 p.m. to 4:30 p.m. Whenever anxiety crept in, she reminded herself, “Not now — it’s on the calendar.” By the time her worry slot arrived, her mind was calmer and ready to problem-solve.

So, the next time your brain insists, “What if I fail?” Try replying, “Great question! I’ll worry about it at 4:15 p.m.”

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

When ADHD exists alongside autism, obsessive compulsive disorder (OCD), or other conditions, opposing symptoms often wrestle for dominance.

One of my autistic clients with ADHD described it as a battle inside his brain. His ADHD craves novelty to stay engaged, but his autism needs routine and structure to think clearly. Another client said her ADHD causes messes and impulsivity, while her OCD scrambles to clean them up. Both conditions invite intrusive thoughts and relentless analysis.

To help clients respond to these internal conflicts, I help them develop metaphors to describe the warring parts of themselves. This begins by imagining internal characters that represent the different drives or voices within their minds.

[Get Answers: Try ADDitude’s Comprehensive Symptom Checker]

One client imagines his mind as a spacecraft. At the controls is The Professor, representing his autism traits. This logical, emotionally neutral figure thrives on systems and predictability. Also on board is Captain Jack, modeled after the Pirates of the Caribbean character, representing ADHD – impulsive, fun-loving, distractible, and prone to chaos.

The Professor likes order. Captain Jack wants freedom. Their constant conflict once felt unbearable; now, the client sees it as a negotiation. By giving inner experiences distinct named personalities, clients externalize their struggles and reduce feelings of shame. Instead of being overwhelmed by contradictory thoughts and emotions, they begin to identify a cast of characters – each with its own point of view, clear motive, and pressing need. Thinking in metaphors offers enough distance to observe with compassion, curiosity, and even humor.

A client with OCD named her intrusive thought pattern The Spy, a stealthy infiltrator who sows doubt and anxiety. “What if you’re wrong or missed something?” By characterizing her OCD as a saboteur, she could begin to separate its voice from her own and respond with a strategy.

Not all parts of ourselves deserve equal airtime. ADHD and autism traits often need support and boundaries, but they also bring strengths – creativity, depth, and passion. The facets of our identity benefit from understanding, not erasure. OCD, by contrast, thrives on fear and distortion. It must be called out and silenced, not engaged in negotiation.

[[Self Test: Autism Tests for Adults]

Sometimes, a new character emerges: The Mediator. This figure might be modeled after a therapist, coach, teacher, or an idealized version of the client. The Mediator helps The Professor feel heard, helps Captain Jack stay grounded, and reminds everyone that The Spy is not trustworthy. The Mediator becomes the captain of the ship.

And that’s the goal of this metaphor method: to help individuals hear all the voices, but choose which ones to follow and which to send packing.

ADHD with Autism, Neurodivergent Traits: Next Steps

• Read: AuDHD Signs, Diagnosis & Interventions
• Q&A:Treating Comorbid Considerations Alongside ADHD
• Free Resource: 9 Conditions Linked to ADHD

Tamar Rosier, Ph.D., is the founder of the ADHD Center of West Michigan.

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

What is it like to be a man living with ADHD in a culture shaped by long-established ideals and expectations of masculinity? Research and treatment have historically centered on boys with ADHD, but has the field adequately listened and responded to the voices of men? How they mask their symptoms due to fear of failure or not meeting expectations? How they long to express their emotions but fear being perceived as weak? How they feel shame when they lose emotional control, forget to pay the bills, or think that they’ve let down their family? How they question their intelligence, or harbor self-doubt, because they struggle with professional goals, planning, and time management? ADDitude has convened a special roundtable with men who have ADHD to discuss their lived experiences—and to increase understanding and support. You might recognize a few of these men; they have their own podcasts about navigating life with ADHD.

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

Download or Stream the Podcast Audio

Click the play button below to listen to this episode directly in your browser, click the symbol to download to listen later, or open in your podcasts app: Apple Podcasts; Audacy; Spotify; Amazon Music; iHeartRADIO

ADHD Symptoms in Men : Resources

• Free Download: 3 Defining Features of ADHD That Everyone Overlooks
• Read: For Men With ADHD — and Those Who Love Them
• Read: We Demand Attention on Sex Differences in ADHD
• Read: Face It — People with ADHD Are Wired Differently
  
  

Obtain a Certificate of Attendance

If you attended the live webinar on October 7, 2025, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet Our Panelists

Brendan Mahan, M.Ed, M.S.

Brendan is the producer and host of the ADHD Essentials Podcast, an internationally recognized ADHD/Executive Function expert, and an engaging, sought-after speaker. He helps individuals, families, schools, and businesses manage the challenges of Attention Deficit/Hyperactivity Disorder through an approach that blends education, collaborative problem-solving, and accountability with compassion, humor, and a focus on strengths and growth.

Shane Thrapp

Shane is a Certified ADHD and AuDHD Life Coach, founder of Creating Order from Chaos, and Operations Director for the nonprofit Men’s ADHD Support Group. Through his private practice and his work with ScienceWorks Behavioral Health, Shane provides executive function coaching and parent support to individuals and families navigating ADHD and AuDHD — at home, in school, at work, and in relationships. He leads several peer-driven communities on Facebook, including the Men’s ADHD Support Group, the ADHD Parent Support Group, and serves on the board of Dueling Minds, a nonprofit supporting the AuDHD community. As a speaker and advocate, Shane focuses on building systems that work for neurodivergent minds.

Jesse J. Anderson

Jesse J. Anderson is a creator, writer, speaker, and author of Extra Focus: The Quick Start Guide to Adult ADHD. (#CommissionsEarned) Through his weekly newsletter Extra Focus, he helps more than 70,000 readers navigate their ADHD journeys or better understand their loved ones. His ADHD Writers newsletter helps authors with ADHD find support and guidance. Jesse’s YouTube channel publishes educational content about ADHD, and he’s spoken about ADHD at events including SXSW, NeuroDiversion, The Executive Function Online Summit, The ADHD Growth Summit, and The Annual International Conference on ADHD. He also cofounded Wavepal, an app to help you keep in touch with the people who matter most.

Kyrus Keenan Westcott

Kyrus Keenan “Ky” Westcott is the creator and host of The Vibe With Ky, a digital platform reaching more than 1.8 million people across TikTok, Instagram, Facebook, and beyond. Diagnosed with ADHD at age 34, Ky blends humor, honesty, and personal storytelling to make conversations about ADHD, introversion, anxiety, and mental health approachable. He is the author of multiple ADHD digital guidebooks, and he is a sought-after speaker featured at events like the White House Creator Economy Summit and WHO’s Global Mental Health initiatives. Named one of Feedspot’s Top 10 ADHD Influencers in 2025, Ky’s mission is simple: help adults feel seen, validated, and empowered to live authentically, even on the messiest days.

Marc Almodóvar

Marc Almodóvar is the founder of the Men’s ADHD Support Group, a safe space where men could be vulnerable without judgment. It is the largest online community dedicated to men with ADHD and has since grown into a 501(c)(3) nonprofit, reshaping how the world views ADHD and men’s mental health. Diagnosed at 16, Marc turned his own challenges into advocacy, becoming a certified life coach at 23. He has been featured in Forbes and on top podcasts like I Have ADHD, and the ADHD Essentials Podcast.

#CommissionsEarned As an Amazon Associate, ADDitude earns a commission from qualifying purchases made by ADDitude readers on the affiliate links we share. However, all products linked in the ADDitude Store have been independently selected by our editors and/or recommended by our readers. Prices are accurate and items in stock as of time of publication.

Follow ADDitude’s full ADHD Experts Podcast in your podcasts app:
Apple Podcasts | Spotify | Google Play | Amazon Music | RadioPublic | Pocket Casts | iHeartRADIO | Audacy

The workplace can be an emotional minefield. If you’ve ever teared up or shot back while receiving feedback, resisted defensively when plans have shifted, or sensed that colleagues are walking on eggshells around you, then emotional dysregulation may be affecting your performance and relationships at work.

Managing emotions in a professional environment is key to your career trajectory and job satisfaction. This begins by recognizing your triggers, seeing how to shift your brain from reacting impulsively, and learning techniques to respond effectively to challenging situations.

In this webinar, adults with ADHD and their colleagues will learn:

• How to identify predictable triggers (like performance reviews or high-stakes presentations) that send your nervous system into overdrive.
• How to stop the cycle of avoiding difficult conversations as a manager because you’re worried about emotional reactions.
• What to do when you’re already activated and need to get through the rest of that meeting without completely losing it. Spoiler alert: it’s not about suppressing your reactions.
• How to recover from emotional incidents without spiraling.
• About radical self-acceptance so that you stop apologizing for your ADHD brain while still getting your needs met.

Important note: Some workplaces are genuinely toxic for neurodivergent brains. While we’ll acknowledge that reality, this session focuses on environments where emotional regulation skills can actually make a difference.

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

Download or Stream the Podcast Audio

Click the play button below to listen to this episode directly in your browser, click the symbol to download to listen later, or open in your podcasts app: Apple Podcasts; Audacy; Spotify; Amazon Music; iHeartRADIO

Obtain a Certificate of Attendance

If you attended the live webinar on September 24, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Emotional Control at Work: Resources

• • • Free Download: Emotional Regulation & Anger Management Scripts
    • Read: Why We Feel So Much — and Ways to Overcome It
    • Read: Can’t Get Anything Done? Why ADHD Brains Become Paralyzed Under Stress
    • Read: ADHD and Anxiety: Symptoms, Connections & Coping Mechanisms

Meet the Expert Speaker

Diann Wingert, spent a 20-year career as a psychotherapist and serial entrepreneur, and then pivoted into coaching entrepreneurs, would-be entrepreneurs, and others with ADHD. Her passion is helping neurodivergent entrepreneurs balance passion, purpose, and profit with a stand-out, sought-after business based on their unique brilliance. Diann is also the host of the top-rated ADHD-ish Podcast.

Webinar Sponsor

Work stress hits differently when you have ADHD. Big emotions, sudden reactions, and lingering shame can make even small challenges feel overwhelming. The Inflow app gets it. Their expert-designed self-help program teaches practical, ADHD-friendly strategies to manage emotions, communicate clearly, and stay grounded – especially at work. Start with their free quiz and discover your hidden ADHD traits.

ADDitude thanks our sponsors for supporting our webinars. Sponsorship has no influence on speaker selection or webinar content.

Follow ADDitude’s full ADHD Experts Podcast in your podcasts app:
Apple Podcasts | Spotify | Google Play | Amazon Music | RadioPublic | Pocket Casts | iHeartRADIO | Audacy

Chronic pain is more common in autistic children and teens with and without ADHD than it is in neurotypical youth. Conditions such as migraines, gastrointestinal pain, and musculoskeletal pain occur at significantly higher rates in neurodivergent populations, yet these symptoms are often overlooked or misunderstood by medical professionals and caregivers.

Emerging research suggests that autistic children and teens with and without ADHD may be more susceptible to developing chronic pain, perhaps because differences in sensory processing, emotional regulation, and communication shape how they experience and express pain. These unique factors can make it challenging for caregivers and health care professionals to recognize and address chronic pain in neurodivergent individuals.

If left unaddressed, chronic pain can profoundly impact a child’s daily life — affecting academic performance, physical function, social relationships, and emotional well-being.

In this webinar, experts in autism, ADHD, and chronic pain will provide insights into the science and lived experiences of children navigating these overlapping challenges. In this webinar, caregivers and professionals will learn:

• Why chronic pain is more common in autistic children with and without ADHD: How sensory differences, stress, and co-occurring conditions like anxiety may contribute to pain.
• How pain presents in unique ways: Why autistic children with and without ADHD may express or experience pain differently — and how this can make it harder to recognize.
• The impact on daily life: How chronic pain affects school, social interactions, and emotional health, and how pain-related distress may show up as irritability, withdrawal, or other behaviors.
• Strategies to reduce pain’s impact: Evidence-based approaches for caregivers, including medical interventions, coping tools, sensory supports, and environmental adjustments.
• How to communicate with doctors and teachers: Tips for navigating the healthcare and school systems and advocating for appropriate supports.

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

Download or Stream the Podcast Audio

Click the play button below to listen to this episode directly in your browser, click the symbol to download to listen later, or open in your podcasts app: Apple Podcasts; Audacy; Spotify; Amazon Music; iHeartRADIO

Webinar Sponsor

Play Attention: Research conducted at Tufts University School of Medicine demonstrates that Play Attention improves attention, behavior, executive function, and overall performance. Harnessing cutting-edge NASA-inspired technology, Play Attention offers a customized program for both children and adults.  Your dedicated Focus Coach will tailor a plan for each family member to improve executive function and self-regulation. Home and professional programs are available. Take our online ADHD assessment or schedule a consultation | www.playattention.com

ADDitude thanks our sponsors for supporting our webinars. Sponsorship has no influence on speaker selection or webinar content.

 Chronic Pain, Autism, and ADHD: Resources

• Free Download: The ADHD-Autism Link in Children
• Read: Autism in Girls: Why Signs of Neurodivergence are Overlooked
• Read: How ADHD Can Intensify Physical Health Conditions
• Read: Comorbid ADHD Complicates Most Diagnoses and Treatment Plans
  

Obtain a Certificate of Attendance

If you attended the live webinar on September 9, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet the Expert Speakers

Gloria T. Han, Ph.D., is an Assistant Professor in the Department of Anesthesiology, Division of Pain Medicine, at Vanderbilt University Medical Center. She also serves as a pediatric pain psychologist in the pediatric pain clinic at Monroe Carell Jr. Children’s Hospital at Vanderbilt, where she collaborates with physicians, physical therapists, and occupational therapists to support a high proportion of children and teens navigating autism, ADHD, and pain-related challenges. Dr. Han’s clinical and research efforts focus on the intersection of autism and chronic pain, particularly how features of autism — such as differences in sensory, emotional, and social information processing — may contribute to an increased vulnerability for chronic pain. By identifying these developmental pathways, she hopes to expand upon current evidence-based strategies for managing chronic pain and develop effective interventions tailored to the specific needs of neurodivergent youth facing these overlapping challenges.

Anna C. Wilson, Ph.D., is a Professor of Pediatrics at Oregon Health & Science University (OHSU). She is also a pediatric psychologist at the Pediatric Pain Management Clinic at OHSU/Doernbecher Children’s Hospital, which provides multidisciplinary care for children and teens with a variety of chronic pain conditions. Dr. Wilson’s research has focused on the prevention of chronic pain in children and adolescents, with a focus on studying how parents and parenting influence children’s pain experiences. She has also recently conducted work on how pain experiences in young people relate to ADHD symptoms. Her work has been supported by the National Institutes of Health, the Medical Research Foundation of Oregon, and the Friends of Doernbecher Children’s Hospital. Together with health journalist Rachel Rabkin Peachman, Dr. Wilson authored When Children Feel Pain: From Everyday Aches to Chronic Conditions (Harvard University Press, 2022). (#CommissionsEarned) This book tells the story of pain in childhood, why it has been poorly understood even by doctors and nurses, and how we can better support all children and reduce the negative impact of chronic pain.

#CommissionsEarned As an Amazon Associate, ADDitude earns a commission from qualifying purchases made by ADDitude readers on the affiliate links we share. However, all products linked in the ADDitude Store have been independently selected by our editors and/or recommended by our readers. Prices are accurate and items in stock as of time of publication.

Follow ADDitude’s full ADHD Experts Podcast in your podcasts app:
Apple Podcasts | Spotify | Google Play | Amazon Music | RadioPublic | Pocket Casts | iHeartRADIO | Audacy

Proactive Strategies

Early research on social anxiety exclusively studied people with a fear of public speaking. We now recognize that social anxiety broadly involves excessive worry about how others will perceive, think about, and react to you. Sometimes, social anxiety even extends to an individual’s unspoken thoughts and worries about how people would respond “if they ever knew” that individual’s inner fears and desires.

In children, social anxiety may look like awkwardness in conversations with peers or apprehension about joining activities. Kids who are excessively aggressive in their interaction style or who seem more withdrawn, or immature compared to their peers may have social anxiety — in large part due to overt or covert social rejection or victimization.

[Self-Test: Social Anxiety Screener for Kids]

School interactions may exacerbate social anxiety. Some students become socially anxious when they feel they are not grasping class lessons at the same speed as their peers. Other students may excel academically but become stressed during gym class when others watch them shoot a basketball or complete a set of push-ups.

How Social Anxiety Manifests

Teachers can help students develop resilience by expressing empathy, offering encouragement, and setting clear expectations. But first, they must realize that a child’s social anxiety may manifest in unexpected ways.

If a student withdraws or avoids a task, don’t assume it’s due to laziness. Spend a few minutes individually with the student to learn about their perspective and motivations. During the conversation, acknowledge their point of view and assure the child that you are listening.

Respond with something like this: “Some kids don’t worry about working in groups with other kids. But some kids do, and it takes them longer to feel comfortable. That’s ok. In my class, I encourage you to join group activities. I will assign you to group projects, just as I do with any other student because the more you avoid group work, the more difficult it will become. I want to help you face this fear, and I’m always here to talk with you about it.”

[Free Guide: How to Help Your Students Make Friends]

Interactions with a few classmates at a time will gradually increase their confidence, so create opportunities for small groups of students to work together. Extreme cases of social anxiety may require additional help from a school counselor, psychotherapist, or psychiatrist.

Social Anxiety in Children: Next Steps

• Free Download: Social Anxiety Facts and Falsehoods
• Free Class: The ADHD Learning Series for Educators
• Read: “Help! My Child Won’t Go to School.”
• Read: Classroom Strategies for Students with Social Anxiety

Thomas E. Brown, Ph.D., was a clinical psychologist and founder of the Brown Clinic for Attention and Related Disorders in Manhattan Beach, California.

The content for this webinar was derived from the ADDitude webinar “Hidden Fears, Quiet Shame: Social Anxiety in Middle School to College Students” with Thomas B. Brown, Ph.D., which was broadcast live on April 2, 2025.

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Children with ADHD endure frequent criticism or negative feedback from parents, teachers, other adults, and peers, and this steady stream of judgment often degrades their self-esteem. When emotional outbursts, poor social skills, and disorganization are misunderstood in school and at home, that may lead kids to internalize negative beliefs about themselves.

This webinar will offer age-appropriate practical tools to help adults build resilience and self-confidence in children with ADHD, from elementary school through high school. Participants will learn how to use supportive language, foster self-advocacy in their children, and apply strategies that make a lasting impact.

In this webinar, you will learn:

• • Why children with ADHD are prone to low self-esteem and how negative thinking patterns impact kids all the way through adulthood
  • About successful parenting strategies to build self-confidence across different age groups, including what to say and what is well-meaning but should be avoided
  • Practical scripts to teach kids how to advocate for themselves, manage criticism, and push back against stigma
  • Effective ways for parents to collaborate with schools and other professionals in supporting your child’s resilience and self-esteem
  • Subtle approaches to communicate with and educate others (e.g., coaches, other caregivers, extended family members) to incorporate more inclusive and compassionate language

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

Download or Stream the Podcast Audio

Click the play button below to listen to this episode directly in your browser, click the symbol to download to listen later, or open in your podcasts app: Apple Podcasts; Audacy; Spotify; Amazon Music; iHeartRADIO

Webinar Sponsor

Play Attention is more than a tool – it’s a confidence-building program for children with ADHD. Shaped by over 3 decades of practice, proven outcomes, and research by Tufts University School of Medicine, Play Attention uses NASA-inspired neurotechnology to strengthen executive function. Your child can build self-control, improve focus, and develop the resilience to grow with confidence.

Take our online ADHD assessment or schedule a consultation to see how Play Attention can support lasting self-esteem and success. Home and professional programs available. www.playattention.com

ADDitude thanks our sponsors for supporting our webinars. Sponsorship has no influence on speaker selection or webinar content.

Self-confidence and Resilience with ADHD: Resources

• • • Free Download: Evaluate Your Teen’s Emotional Control
    • Read: How to Invest In Your Child’s “Emotional Bank Account”
    • Read: Why We Feel So Much — and Ways to Overcome It
    • Read: 6 Behavioral Parent Training Programs for ADHD Families

Obtain a Certificate of Attendance

If you attended the live webinar on July 10, 2025 watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet the Expert Speaker

Larisa Litvinov, Ph.D., is a senior psychologist in the ADHD and Behavior Disorders Center at the Child Mind Institute. Dr. Litvinov has more than 20 years of experience in the evaluation and treatment of behavioral, anxiety, and mood disorders in children, adolescents, and adults.

Dr. Litvinov has worked extensively with children who’ve been diagnosed with PTSD, depression, anxiety, and ADHD. She has expertise in dialectical behavior therapy (DBT), parent-child interaction therapy (PCIT), trauma-focused cognitive behavioral therapy (TF-CBT) and child-parent psychotherapy (CPP).

Dr. Litvinov has certifications in the Reflective Parenting Program and Adoption Specific Therapy (ADAPT), as well as PCIT. She also specializes in early childhood mental health and adoption-specific treatment. She has found that working with children who has experienced chronic trauma requires looking beyond the diagnoses and using the adoption, trauma, biological, and developmental lenses to understand and help children and their families.

Follow ADDitude’s full ADHD Experts Podcast in your podcasts app:
Apple Podcasts | Spotify | Google Play | Amazon Music | RadioPublic | Pocket Casts | iHeartRADIO | Audacy

Listening to music while practicing mindfulness exercises may improve focus, mood, and emotional wellbeing in people with symptoms of ADHD, anxiety, and depression, according to two new studies.

A systematic review examining the relationship between music and ADHD found that music listening activates brain regions involved in sensory processing, motor control, and motivation — networks that are often dysregulated in individuals with attention deficit.¹

Traditional thinking suggests that quiet environments help sustain attention; however, the opposite may be true. The review, published in Behavioral Science, indicated that music, especially calm music with or without lyrics, can improve focus and performance in individuals with ADHD, especially when it is heard before or during tasks. Listening to music can also help filter out distractions, leading to improved learning and mood.

“People with ADHD benefit from ‘rhythmic entrainment,’ using strong, steady rhythms to imprint structure and consistency. This assists with regulation of attention and behavior,” said Roberto Olivardia, Ph.D., Clinical Instructor of Psychology at Harvard Medical School, during his presentation titled, “We Got the Beat: The Impact of Music on ADHD,” at the 2024 Annual International Conference on ADHD.

Listening to music could become counterproductive if it causes overstimulation or if the listener is doing a challenging task that requires significant cognitive resources, the researchers noted.

Music Therapy Boosts Emotional, Social Skills

Music listening may be self-directed or facilitated by a trained music therapist, as part of music therapy. Music therapy sessions often incorporate active music listening, playing instruments, songwriting, or singing, as well as passive music listening.

The review made a compelling case for using music therapy to complement ADHD medications and other recommended therapies, citing evidence for the efficacy of music therapy in reducing symptoms of ADHD. For example, active music-making can enhance working memory and social skills while decreasing aggression. Conversely, passive music listening may improve learning and reduce disruptive behaviors.

“These insights highlight the potential for music to contribute to more holistic, non-pharmacological approaches, offering individuals with ADHD new avenues for enhancing cognitive functioning and overall wellbeing,” the study’s authors wrote.

The systematic review included 20 studies published between 1981 and 2023, reflecting data from 1,170 participants aged 2 to 56 years. Several limitations exist: The studies primarily focused on children and adolescents, rather than adults. Variations in study methods and design also resulted in some inconsistent findings.

“Despite these limitations, this review provides a valuable foundation for future research on the interaction between ADHD and music,” the study’s authors wrote.

Mindfulness Paired with Music Reduces Stress, Improves Mood

Another recent, smaller study, published in Frontiers in Neuroscience, suggests that listening to music while performing mindfulness exercises activates areas of the brain and body related to stress and emotional regulation that could reduce moderate symptoms of anxiety and depression in adults.sup>2

The study, led by a team of researchers from the Yale School of Medicine, assessed the physiological impact of music mindfulness by recording heart rates and EEGs from 38 participants, aged 18 to 65, as they engaged in a bilingual, two-week mindfulness program centered on “focus” and “mindfulness.”

“Anxiety and depression reduce autonomic system activity, as measured by Heart Rate Variability (HRV), and exacerbate cardiac morbidity, while both music and mindfulness have been shown to increase HRV,” wrote the researchers.

They found that music mindfulness quickly improved HRV — a sign of better stress regulation — and changed brain wave patterns (measured by EEG) in areas of the brain linked to emotion, awareness, and decision-making.

Both virtual and in-person sessions incorporated similar guided mindfulness exercises, accompanied by live improvised music, music listening, or no music at all. In addition to wearing mobile heart rate and EEG monitors during each session, participants completed surveys regarding their stress levels, degree of mindfulness, state of consciousness, and level of social connection before and after each session.

The virtual group exhibited a significant decrease in stress and a significant increase in altered states of consciousness during the “focus” sessions, but not the “motivation” sessions. This contrasted with the in-person sessions, where stress decreased and mindfulness and altered state of consciousness increased during both Focus and Motivation sessions.

The researchers said that the differences in music composition features (tempo, key, mode) between “focus” and “motivation” sessions may explain the physiological differences observed in heart rate variability.

In-person sessions with music boosted feelings of social connection more than the virtual sessions did, underscoring the value of live, shared experiences in therapeutic settings.

“Our results imply that, while virtual sessions reduce stress, they do not have as extensive an effect on psychological states as in-person sessions do,” the researchers wrote. “Important aspects of live social interaction may drive feelings of social connection and serve as a key differentiator between live and virtual sessions.”

The researchers also observed gender-specific effects via HRV; women appeared to benefit more physiologically from music mindfulness than men.

While the findings from the Behavioral Science and Frontiers in Neuroscience studies contribute to a growing body of evidence supporting the use of music as a viable adjunct treatment for ADHD and mood disorders, both research teams emphasize the need for further investigation. Future studies would include randomized controlled trials, long-term outcome assessments, and greater representation of adult populations.

Sources

¹Saville, P., Kinney, C., Heiderscheit, A., Himmerich, H. (2025). Exploring the intersection of ADHD and music: A systematic review. Behav. Sci. https://doi.org/10.3390/bs15010065

²Ramirez, C., Alayine, G.A., Akafia, C., Selase, K., Adichie, K. et al. (2025). Music mindfulness acutely modulates autonomic activity and improves psychological state in anxiety and depression. Frontiers in Neuroscience. https://doi.org/10.3389/fnins.2025.1554156

Children and adolescents with avoidant restrictive food intake disorder (ARFID) are more likely to have comorbid neurodevelopmental and psychiatric disorders like autism, ADHD, and anxiety, according to a new study¹ published in The Journal of Child Psychology and Psychiatry.

Among the 30,795 children included in the large-scale study, those with ARFID (n=616) were 14 times more likely to have autism and nine times more likely to have ADHD than were children without ARFID. They also demonstrated an increased risk for OCD, separation anxiety, generalized anxiety disorder (GAD), depression, learning disorders, conduct disorder, and more.

These results stand out amid the relatively scarce research data on ARFID, an eating disorder added to the Diagnostic and Statistical Manual of Mental Health Disorders (DSM-5) in 2013.

“This study is one of the few large-scale epidemiological investigations of ARFID comorbidities in a general population sample,” the researchers wrote. “The findings emphasize the importance of incorporating routine screening for neurodevelopmental disorders, anxiety, and depression into ARFID assessments.”

Individuals with ARFID avoid foods based on sensory characteristics, a lack of interest in eating, and/or fear-related concerns over adverse eating experiences — not due to the body image concerns that compel other eating disorders like anorexia nervosa. ARFID is characterized by a “failure to meet appropriate nutritional and/or energy needs.”

Despite affecting 1-2% of children and adolescents², ARFID is often excluded from eating disorder discourse and clinical examinations. ARFID’s high comorbidity can complicate symptom identification, according to researchers.

“It’s important to really think about those with ADHD being at risk for a variety of eating disorder thoughts and behaviors, not just binge eating,” said Christine Peat, Ph.D., in a 2024 ADDitude webinar, “Eating Disorders Comorbid with ADHD: What You Need to Know About ARFID, Anorexia, and Others.” “In clinical contexts, ARFID and atypical anorexia nervosa may be overlooked, even in very routine eating disorder screenings.”

The study’s results emphasize the importance of identifying ARFID, the diagnosis of which may shed light on comorbidities.

“Early identification of these comorbidities can facilitate timely, targeted interventions and improve treatment outcomes,” the researchers wrote.

One ADDitude reader, Tiffany Bird, suffered decades of poor health before being diagnosed with ARFID in her late 20s. “For the first time, a doctor fully examined me and determined that I’ve been severely malnourished my entire life, no matter what ‘the numbers’ might have said. It made complete sense,” wrote Bird in an ADDitude guest blog post, “I went Over 25 Years Without Consuming a Vegetable.”

ARFID and Neurodevelopment Disorders

The study examined parent reports for 30,795 children born between 1992 and 2008, at 9 or 12 years old (depending on their cohort), from the Child and Adolescent Twin Study in Sweden. The parents rated their child using three measures of neurodevelopmental and psychiatric disorders: the A-TAC inventory, the Screen for Child Anxiety Related Emotional Disorders (SCARED), and the Short Mood and Feelings Questionnaire (SMFQ). The researchers examined the relationship between having ARFID and showing symptoms of other disorders using linear and logistic regressions.

The link between ADHD and ARFID found in the study reflects preliminary research in this area. According to Peat, one study found that 25% of adults with ARFID also had ADHD, and another reported that 10% of children and adolescents with ARFID had been diagnosed with ADHD at some point in their lives.

“We are so far from having causal explanations for this overlap,” Peat said. “But maybe kids and adults with ADHD are just sort of more biologically predisposed to have difficulty with sensory characteristics with food, so maybe that makes them more vulnerable to going on to develop something like ARFID.”

The study’s results regarding autism and ARFID also mirror prior research. One meta-analysis reported that autism was present in 16% of individuals with ARFID³.

People with ARFID are more likely to have autism than those without, and vice versa, possibly due to heightened sensory issues and inflexibility due to anxiety around change, both symptoms of autism, according to an article in ARFID Awareness UK.

ARFID and Psychiatric Disorders

According to the study, children with ARFID were four to six times more likely to have a psychiatric disorder, with OCD and anxiety presenting the greatest risks.

The most common type of anxiety found in the study was separation anxiety, which contrasts previous research that found GAD to be more common. This could be because of the younger age of onset characteristic of separation anxiety or younger age of the sample, the researchers wrote. However, they also hypothesize another reason their results differed.

“One hypothesis worth exploring is that separation anxiety is increased in ARFID because children fear separation from caregivers due to the potential for unanticipated exposure to feared foods or feeding-related situations,” the researchers wrote.

The study also found a higher rate of oppositional defiant disorder (ODD) (19.4%) than reported in previous studies, suggesting a possible overlap of symptoms between the two disorders.

“Our findings suggest that food-related conflicts may underlie the observed risk of ODD in ARFID, but further research is needed to confirm this association,” the researchers wrote.

Children with ARFID were found to face a higher risk for anxiety than depression. Depression is common among children with other eating disorders, according to the researchers. This discrepancy in comorbidities highlights the differences between ARFID and other eating disorders.

“The defining feature [of ARFID] is a persistent and pervasive eating or feeding disturbance in which someone is simply not meeting all of their nutritional needs,” Peat said. “In ARFID, these people don’t necessarily have that fear of fat or fear of weight gain.”

Gender and ARFID

Prior research may suggest that ARFID is more common in young males. However, this study found no gender-based differences in comorbidity rates associated with ARFID, meaning that the likelihood of having symptoms of another disorder in conjunction with ARFID did not significantly differ based on sex.

The results did indicate that, overall, boys had higher odds of developing a neurodevelopmental disorder, depression, and sleep problems; girls had higher rates of anxiety disorders (except for panic disorder).

“Unlike other eating disorders, the distribution of males and females with ARFID has been reported to be approximately equal,” the researchers wrote. “Given the sex differences observed in the prevalence of (neurodevelopmental disorders) and psychiatric conditions, it is important to investigate whether these sex differences are also present in individuals with ARFID.”

The study’s sample did not include transgender and nonbinary youth, a major limitation considering that transgender, nonbinary, and gender-expansive kids are at higher risk for eating disorders compared with their cisgender peers.

“There remains an urgent need to develop integrated treatment approaches that address both ARFID and its co-occurring conditions,” the researchers wrote.

Sources

¹ Nyholmer, M., Wronski, M.-L., Hog, L., Kuja-Halkola, R., Lichtenstein, P., Lundström, S., Larsson, H., Taylor, M.J., Bulik, C.M. and Dinkler, L. (2025), Neurodevelopmental and psychiatric conditions in 600 Swedish children with the avoidant/restrictive food intake disorder phenotype. J Child Psychol Psychiatr. https://doi.org/10.1111/jcpp.14134

² D’Adamo, L., Smolar, L., Balantekin, K.N., Taylor, C.B., Wilfley, D.E., & Fitzsimmons-Craft, E.E. (2023). Prevalence, characteristics, and correlates of probable avoidant/restrictive food intake disorder among adult respondents to the National Eating Disorders Association online screen: A cross-sectional study. Journal of Eating Disorders, 11, 214. https://doi.org/10.1186/s40337-023-00939-0

³ Sader M, Weston A, Buchan K, Kerr-Gaffney J, Gillespie-Smith K, Sharpe H, Duffy F. (2025) The Co-Occurrence of Autism and Avoidant/Restrictive Food Intake Disorder (ARFID): A Prevalence-Based Meta-Analysis. Int J Eat Disord. 58(3):473-488. https://doi.org/10.1002/eat.24369

ADHD is not a prerequisite for social anxiety, but many adolescents, teens, and young adults with ADHD do suffer from hidden fears about being embarrassed or humiliated in social situations. These worries about what others think of them appear in the diagnostic criteria for social anxiety disorder as described in the Diagnostic and Statistical Manual of Mental Disorders.

However, this definition of social anxiety excludes other ways in which some people suffer with fears, such as how others may perceive or disapprove of them. These fears are not tied to how they perform in social situations. Instead, these fears relate to aspects of their behavior, thoughts, or wishes that may be seen as inappropriate by others. These fears, sometimes fueled by shame, sound like this: “What would other people think about me if they knew what I was thinking?” This type of social anxiety isn’t talked about much and less than half of those affected seek treatment.

What does research say about the causes and effects of social anxiety among those with and without ADHD? Which treatments and interventions work best to help and support students in social situations?

In this webinar, you will learn:

• About the genetic, family, and environmental factors that contribute to social anxiety
• How to recognize social anxiety through real-life examples and case studies
• About common fears at different ages and stages
• Why students are often reluctant to seek help for excessive worries
• How untreated social anxiety can lead to higher risk of dropping out of school, higher rates of unemployment, and suffering a decreased sense of wellbeing
• About effective treatments and interventions for social anxiety

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

Download or Stream the Podcast Audio

Click the play button below to listen to this episode directly in your browser, click the symbol to download to listen later, or open in your podcasts app: Apple Podcasts; Audacy; Spotify; Amazon Music; iHeartRADIO

Webinar Sponsor

Play Attention, inspired by NASA technology and backed by Tufts University research, helps students strengthen executive function—the key to managing anxiety, improving focus, and building confidence. With a personal focus coach and an intelligent AI system that continuously customizes their program, they’ll gain the skills needed to thrive, not just survive, in academic and social settings.

Schedule your 1:1 Consultation. Home and Professional Programs available. Hope and clarity are within your reach. www.playattention.com

ADDitude thanks our sponsors for supporting our webinars. Sponsorship has no influence on speaker selection or webinar content.

Social Anxiety: More Resources

• Free Download: Social Anxiety Facts and Falsehoods
• Self-Test: Social Anxiety Test for Teens
• Read: “Help! My Child Won’t Go to School.”
• Read: You’re Not Shy or Stuck Up. You Have Social Anxiety Disorder.
• Read: 6 Cognitive Distortions That Fuel Anxiety in ADHD Brains

Obtain a Certificate of Attendance

If you attended the live webinar on April 2, 2025, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet the Expert Speaker

Thomas E. Brown earned his Ph.D. in Clinical Psychology at Yale University and served on the clinical faculty of the Department of Psychiatry at Yale School of Medicine for 20 years while operating a clinic in Connecticut for children and adults with ADHD and related problems. In May 2017, he relocated to California where he opened the Brown Clinic for Attention and Related Disorders in Manhattan Beach.

He has taught continuing medical education courses on ADHD for the American Psychiatric Association for 18 years and has given lectures and workshops in hospitals, medical schools, universities and for professional and advocacy groups throughout the United States and in more than 40 other countries.

Dr. Brown is Clinical Professor of Psychiatry and Neuroscience at the University of California Riverside School of Medicine and is an elected Fellow of the American Psychological Association, The APA Division of Psychopharmacology and Substance Abuse, and the Society of Clinical Child and Adolescent Psychology. He has published 30 articles in professional journals and seven books on ADHD, including Smart, but Stuck: Emotions in Teens and Adults with ADHD; Outside the Box: Rethinking ADD/ADHD in Children and Adults-A Practical Guide, and ADHD and Asperger Syndrome in Smart Kids and Adults: Twelve Stories of Struggle, Support and Treatment; and Social Anxiety: Hidden Fears and Shame in Teens and Adults.

Follow ADDitude’s full ADHD Experts Podcast in your podcasts app:
Apple Podcasts | Spotify | Google Play | Amazon Music | RadioPublic | Pocket Casts | iHeartRADIO | Audacy

Leaded gasoline and exposure to its exhaust may help explain an estimated 151 million U.S. cases of psychiatric disorders, including ADHD, depression, and anxiety, according to a new cross-sectional study spanning the last 75 years published in the Journal of Child Psychology and Psychiatry.¹

Exposure to leaded gasoline from car exhaust was tied to population-wide cases of mental health disorders from 1940 to 2015 by researchers from Duke University, Florida State University, and the Medical University of South Carolina. They estimated that more than half of the current U.S. population was exposed to harmful levels of lead in childhood, resulting in profound effects on their mental health, personality traits, and overall well-being. People born between 1966 and 1986 (referred to as Generation X) experienced the highest rate of lead exposure and are at the greatest risk for anxiety, depression, ADHD, and personality changes.

“Research on lead as a developmental neurotoxicant is robust,” says Joel Nigg, Ph.D., a clinical psychologist and a professor in the departments of psychiatry and behavioral sciences at Oregon Health & Science University. “Its correlation with ADHD is also well established. Even low levels of exposure have an effect on ADHD.”², ³

Nigg was the principal investigator on several studies suggesting that lead exposure has a causal role in ADHD. One study published in Psychological Science found that children with ADHD who had the HFE C282Y gene mutation exhibited significantly more symptoms of hyperactivity and impulsivity than did children with ADHD who lacked the mutation.⁴

“Because the C282Y gene helps to control the effects of lead in the body, and the mutation was spread randomly in the children, it is difficult to explain these findings unless lead is, in fact, part of the cause of ADHD, not just associated with it. Numerous animal studies also support a link,” he says.

Leaded Gasoline Exposure Is a Public Health Crisis

Nigg’s study and others have linked lead exposure to life-long mental, physical, and behavioral issues; lowered IQ points; and personality changes.⁵, ⁶, ⁷, ⁸ However, the findings from the Journal of Child Psychology and Psychiatry’s study highlight the historic and pervasive effects of lead exposure on the cognitive and psychological health of a staggering slice of the U.S. population.

“Lead’s potential contribution to psychiatry, medicine, and children’s health may be larger than previously assumed,” the researchers wrote.

The study analyzed lead levels in children’s blood collected for the CDC’s National Health and Nutrition Examination Surveys (NHANES) and correlated that with historic leaded-gasoline data. The researchers calculated “mental illness points” based on the fraction of changes in the mental health of Americans born in different years and the population elevations of mental health symptoms associated with lead exposure.

The researchers identified a cumulative increase of 602 million general psychopathology points across the population, corresponding to an estimated 151 million additional mental disorders. They found that lead exposure heightened the risks for anxiety, depression, and ADHD; increased neuroticism, associated with negative emotionality; and decreased conscientiousness, reflecting less self-control and goal-oriented behavior.

While the study’s results do not prove causation, the researchers say that their findings will provide doctors with insights about their patients’ symptoms and underscore the need for expanded lead testing in patients and the recognition of lead poisoning as a neurodevelopmental disorder within a psychiatric diagnostic framework.

Leaded Gasoline Exposure: Next Steps

Lead was added to gasoline in the 1920s to improve engine performance. During the early childhood years of Generation X, leaded gasoline became the predominant fuel type in the U.S. In the mid-1970s, the U.S. Environmental Protection Agency (EPA) began phasing out leaded gasoline, but a U.S. ban did not go in effect for on-road vehicles until 1996. Lead is still found in some paints, children’s toys, and deteriorating water pipes.

According to The CDC, high levels of lead exposure can lead to seizures, vomiting, memory loss, and even death. Exposure to even small amounts of lead can be harmful. Children 6 years or younger are most vulnerable to lead poisoning, which can cause development and growth delays, hearing and speech problems, difficulty learning and paying attention, and serious illness and death.

Symptoms of lead poisoning can be hard to recognize in children. The CDC recommends discussing possible lead exposure with a child’s healthcare provider and testing children ages 1 to 5 for lead if they:

• Live in a home built before 1978
• Receive Medicaid services
• Are an immigrant, refugee, or adopted from another country
• Live near a known source of lead, such as a lead smelter or mine

Sources

¹McFarland, M.J., Reuben, A. and Hauer, M. (2024). Contribution of Childhood Lead Exposure to Psychopathology in the US Population Over the Past 75 Years. J Child Psychol Psychiatr.https://doi.org/10.1111/jcpp.14072

²Sanders, T., Liu, Y., Buchner, V., Tchounwou, P.B. (2009). Neurotoxic Effects and Biomarkers of Lead Exposure: A Review. Rev Environ Health. https://doi.org/10.1515/reveh.2009.24.1.15

³Nigg, J. T., Knottnerus, G. M., Martel, M. M., Nikolas, M., Cavanagh, K., Karmaus, W., & Rappley, M. D. (2008). Low Blood Lead Levels Associated with Clinically Diagnosed Attention-Deficit/Hyperactivity Disorder and Mediated by Weak Cognitive Control. Biological Psychiatry. 63(3), 325–331. https://doi.org/10.1016/j.biopsych.2007.07.013

⁴Nigg, J. T., Elmore, A. L., Natarajan, N., Friderici, K. H., & Nikolas, M. A. (2016). Variation in an Iron Metabolism Gene Moderates the Association Between Blood Lead Levels and Attention-Deficit/Hyperactivity Disorder in Children. Psychological Science.https://doi.org/10.1177/0956797615618365

⁵Reuben, A., Schaefer, J.D., Moffitt, T.E., Broadbent, J., Harrington, H., Houts, R.M., Ramrakha, S., Poulton, R., Caspi, A. (2019). Association of Childhood Lead Exposure With Adult Personality Traits and Lifelong Mental Health. JAMA Psychiatry. https://doi.org/10.1001/jamapsychiatry.2018.4192

⁶Heidari, S., Mostafaei, S., Razazian, N. et al. (2022). The Effect of Lead Exposure on IQ Test Scores in Children Under 12 Years: A Systematic Review and Meta-Analysis of Case-Control Studies. Syst Rev. https://doi.org/10.1186/s13643-022-01963-y

⁷Roy, A., Bellinger, D., Hu, H., Schwartz, J., Ettinger, A.S., Wright, R.O., Bouchard, M., Palaniappan, K., Balakrishnan, K. (2009). Lead Exposure and Behavior Among Young Children in Chennai, India. Environ Health Perspect. https://doi.org/10.1289/ehp.0900625

⁸Schwaba, T., Bleidorn, W., Hopwood, C.J., Gebauer, J.E., Rentfrow, P.J., Potter, J., Gosling, S.D. (2021). The Impact of Childhood Lead Exposure on Adult Personality: Evidence from the United States, Europe, and A Large-Scale Natural Experiment. Proc Natl Acad Sci USA. https://doi.org/10.1073/pnas.2020104118