ADHD is usually described through three areas. People can experience one area more than another, and it can change depending on stress, sleep, environment, and demands.

Key features

• Inattention: getting distracted easily, losing focus, forgetting steps, making careless mistakes
• Hyperactivity: restlessness, fidgeting, feeling “driven”, finding it hard to stay still
• Impulsivity: acting before thinking, interrupting, rushing, taking quick decisions

ADHD can present as primarily inattentive, primarily hyperactive-impulsive, or combined.

ADHD and autism can co-occur. Some people meet criteria for both, and there can be overlap in areas like attention, emotional regulation, and social situations.

Common overlap

• Difficulty regulating attention (too little focus or “hyperfocus”)
• Challenges with planning, organisation, and transitions
• Big emotions and difficulty with frustration
• Feeling overwhelmed in busy or demanding environments

Key differences (in simple terms)

• Social interaction: ADHD may look like being socially active but impulsive; autism often includes differences in social communication and cues
• Focus: ADHD often involves distractibility; autism may involve intense focus on specific interests and routines
• Sensory: sensory differences are common in autism; some people with ADHD also experience sensory overload

Both are real, both are valid, and support works best when it’s tailored to the person — not the label.

If someone is autistic and has ADHD traits, it can be hard to separate what is “autism” and what is “ADHD”. What matters most is recognising what’s getting in the way and what support helps.

• Impulsivity: interrupting, blurting things out, acting quickly without thinking
• Difficulty focusing: struggling to stay engaged in tasks that aren’t interesting
• Restlessness: fidgeting, pacing, needing movement, finding it hard to relax
• Mood changes: emotional outbursts, quick frustration, feeling overwhelmed easily

ADHD assessment usually involves gathering information across settings (home/school/work) and looking at patterns over time. Where autism is also present, it’s important the assessor understands both conditions.

Assessment often includes

1. Development history: early milestones, behaviours, and family history
2. Questionnaires/rating scales: completed by the person and/or parents/carers/school
3. Interviews/observations: to understand daily impact and support needs

Support works best when it combines practical strategies, reasonable adjustments, and (for some people) medical support. Start with the environment and routines first.

Helpful strategies

• Structure: predictable routines, visual schedules, timers, clear “next step” prompts
• Short tasks: break work into small chunks with planned breaks
• Sensory support: movement breaks, fidgets, noise reduction, quiet spaces
• Transitions: warnings before change (“5 minutes then…”), visual countdowns
• Social support: coaching, scripts, and calm feedback (not criticism)
• Education support: adjustments, extra time, reduced distractions, tailored approaches

Medication may be an option for some people, alongside strategies and adjustments, and should always be discussed with a qualified healthcare professional.