How My Experiences with ADHD in Different Workplaces Led to a PhD and Training Programmes for Businesses and Schools

I’m Steve Ollington, and I’m currently undertaking a PhD at Swansea University, supervised by Professor Brian Garrod, focusing on ADHD in the workplace. My research journey started with a personal observation: despite having a consistent skill set and high level of experience in my profession, I noticed that my performance varied significantly depending on the workplace environment. In some settings, I thrived; in others, I struggled to achieve the same level of productivity and job satisfaction. This discrepancy led me to examine how different workplace environments interact with ADHD traits, not just in terms of challenges, but also in enabling the often-overlooked strengths associated with ADHD.

Observing the Role of Environment in My ADHD Performance

In some roles, I was given autonomy and flexibility, which allowed me to excel. I had the freedom to approach tasks creatively, was trusted by managers, and felt supported by colleagues who understood different thinking styles. In these settings, I could harness the strengths that come with ADHD, for example innovative thinking and alternative (but effective) problem-solving. My performance was high, and I felt truly engaged in my work.

In other workplaces, however, I encountered rigid structures and strictly enforced processes with little flexibility. There was often limited understanding of alternative approaches to work, and I felt pressured to conform to methods that didn’t align with how I function best. This rigid structure amplified the challenges of ADHD, while stifling my ability to bring my strengths to the forefront. In these environments, I found myself struggling as a result.

Recognising the Potential of ADHD Strengths in the Workplace

Through these contrasting experiences, I realised that while my ADHD challenges remained constant, my ability to utilise my strengths was significantly influenced by the environment, including the acceptance of my differences by those around me. Some workplaces allowed me to maximise my capabilities, while others hindered them. This insight led me to pursue a PhD, focusing on ADHD in professional environments. Rather than just examining the difficulties faced by ADHD employees, I wanted to highlight the strengths and explore the specific workplace conditions that either foster or inhibit these strengths.

Research supports the notion that ADHD brings unique strengths. Dr Heiner Lachenmeier’s book ADHD and Success at Work, for instance, describes how people with ADHD often have a “wider breadth of association” due to a reduced filtering of incoming information, which enhances creativity and problem-solving abilities. 

Research by Dr Nancy Doyle on neurodivergence in the workplace, combined with studies on creativity and imagination by White and Shah demonstrate that ADHD individuals can excel in environments that embrace cognitive diversity. Creativity, for instance, is often heightened in ADHD individuals due to the way they process information, thinking beyond traditional boundaries. However, these strengths can only be fully realised in workplaces that are flexible, supportive, and open to alternative working styles.

Dr Edward Hallowell also discusses this in his book Driven to Distraction at Work, noting that ADHD can fuel high energy, hyperfocus, and enthusiasm when supported in the right way. Additionally, Prof Amanda Kirby and Theo Smith, in The Power of Neurodiversity at Work, as well as Leanne Maskell in ADHD Works at Work, advocate for environments that understand and embrace neurodiversity, highlighting the benefits employees with ADHD can bring to the workplace.

Developing Targeted ADHD Training Courses

This studying inevitably led to increasing my own understanding of ADHD and its impact on my work, and the more I learned, the more it became evident that many workplaces lack the necessary understanding and support for neurodivergent employees. Despite increased emphasis on diversity and inclusion, neurodivergence (including ADHD) is still very often misunderstood, with much of the current training being very broad and general, not focusing enough on individual conditions. I saw, and experienced, the need for specific training to address not only the challenges but also the strengths associated with ADHD, and the resulting understanding from workplace peers who might have neurotypical only expectations of skills like communication and approaches to tasks.

This realisation led me to transform my PhD literature review into two targeted training courses. The first course is designed for businesses, specifically aimed at training managers, HR, and colleagues of people with ADHD, focuses on understanding ADHD from a balanced perspective, covering how ADHD employees think differently, the areas in which they may need support, and how workplaces can harness their unique strengths. It encourages flexibility, trust, and space for creativity, which are key to enabling ADHD employees to thrive.

The second course is geared towards educators, providing ADHD training for teachers, TAs, and SEN staff, to equip them with the knowledge to reassure ADHD children and teenagers on how ADHD doesn’t have to limit them as they grow up, and that in fact they their ADHD also brings strengths, such as creative thinking and resilience. By emphasising these positive traits, educators can help ADHD students see their future as one filled with potential and opportunity.