ADHD diagnoses among Australian school-aged children have risen noticeably over the past decade. Do you ever wonder what’s behind this trend? This shift tells a positive story of progress in understanding, managing and supporting these children, however there is still much more we can do.
Doctors and psychologists now have a much better awareness of the range and complexity of ADHD presentations, and diagnostic tools have significantly improved in recent years. Many children who may have been previously missed, particularly those who are female or performing well academically are now being recognised. This is a positive shift, because it means these students can finally access supports that actually meet their needs.
Still, for many of the families I work with the biggest challenge is not diagnosis itself, but frustration of knowing their child is highly capable, yet their potential is not being realised in the classroom.
Before I share some recommendations on how to overcome some of these challenges, I thought it might be useful to explain some of the most common questions I am asked.
What’s going on inside the brain of a gifted child with ADHD?
It’s like being a superhero, but without any training on how to control your powers.
Dopamine is a chemical in the brain that helps regulate focus, motivation, and reward. In ADHD, dopamine levels are lower and released less consistently, especially during routine or low-interest tasks. The brain only really “switches on” when something feels exciting or meaningful. That’s why children with ADHD can focus intensely on what they love, but find it hard to start or finish things that does not grab their attention.
For gifted learners, this can be even more noticeable. Their advanced thinking means they crave depth, challenge and novelty, so tasks that feel too easy or repetitive don’t trigger enough interest to sustain attention (and provide that much needed dopamine hit). This might look like a lack of attention to detail, rushing through work, or choosing not to complete tasks they don't see value in finishing. But, when something sparks their curiosity dopamine levels rise and motivation is present. They may then be able to focus for hours on a single task, but still struggle with everyday routines.
What does it mean when a ‘spiky profile’ is mentioned?
Every superhero has their weakness.
A “spiky profile” describes the uneven pattern of strengths and weaknesses that is common in gifted children with ADHD. If your child or student has had a cognitive assessment completed, this is often what the psychologist refers to in their findings. In some areas like reasoning or verbal ability, they may score extremely high, while in others, such as working memory or processing speed their scores may sit much lower on the scale. This unevenness can also mean a child is not formally identified as being gifted when using traditional intelligence tests, even though their above average ability and high potential is clear.
How does this impact everyday life? A child might, for example, generate highly creative ideas, use advanced language, or make complex connections between concepts (these reflect their higher-level reasoning and verbal skills). Yet at the same time they may forget instructions, lose materials, make simple errors in work they understand, or take longer to start or complete tasks (which reflects lower working memory and slower processing speed).
Having strategies in place at home and school to manage this imbalance is key. As much as a gifted child with ADHD needs intellectual challenge, they equally need explicit support to build the skills that don’t come as naturally such as planning, organisation, and persistence with low-reward tasks.
Why do we sometimes see a different child at home and at school?
Clark Kent is only Superman when he puts on his costume.
I often hear two sides of the same story. A teacher might describe a student who is restless, unfocused and not performing well academically, while at home that same child appears calm and highly capable. Other times, parents experience emotional outbursts and hear constant complaints of boredom at school, yet the teacher reports no issues describing a compliant student achieving ‘at level’. The parents however, know their child is capable of much more.
Both of these scenarios can be true, and ADHD can also look different across age and gender. Younger children may show it through movement and impulsivity, older students through disorganisation or quiet inattention. Girls are especially likely to hide their struggles behind compliance or perfectionism, so their difficulties often go unnoticed.
Understanding this is key, as it helps parents and teachers see the full picture, and give the child the support they need.
Whether you are a parent or teacher, here are five key recommendations to help your gifted ADHD child or student thrive:
Take the time to learn what's actually happening in the brain of a gifted ADHD child, so you can approach their differences with empathy and understanding.
Recognise that focus and motivation follows interest. Find novel ways to make learning meaningful and engaging.
Balance is key. Support uneven development by improving planning, organisation, and persistence, alongside tasks pitched at an appropriate level of challenge.
Ensure communication remains open between home and school so that everyone is aligned in how to best support the child.
Remember that with ADHD, giftedness is not always visible. Standard intelligence tests and classroom performance don’t always capture a child's full potential.
This article has only touched the surface of a highly complex topic, but I hope it serves as a helpful starting point. If you’d like to learn more, or discuss how they relate to your child or student, please get in touch as I’d love to hear from you.
