Christian has been in sales for over 20 years, utilizing his great knowledge and understanding of the sales process has experienced great success as a Professional Recruitment Specialist by understanding his clients needs as well as candidates goals and expectations. Christian is recognised for his professionalism and dedication to his job.
It’s important to remember that everyone with ADHD is different, and the condition affects people in different ways, but they have the same broad range of skills, interests and intelligence as the rest of society. Open communication with your employees is key so that you can find out what support would help them most.
ADHD is a neurodevelopmental condition which affects brain structure and neurotransmission, which is the way in which messages are communicated around the brain and how different areas of the brain are activated.
It has three core traits which affects people with differing degrees:
Inattention
Impulsiveness
Hyperactivity
Traits of ADHD are present from childhood, but recently, an increasing number of adults are being diagnosed with ADHD for the first time, as the condition becomes more widely understood. Even without an official diagnosis, which can take years to obtain, employers have a duty of care to their employees and must offer reasonable adjustments.
A review by the Attention Deficit Disorder Association found that adults with ADHD are nearly 60% more likely to be let go from a job role, 30% more likely to have chronic or ongoing employment challenges, and three times more likely to quit a job.
So how can you support your employees with ADHD?
Educating the wider workforce about ADHD can help create an inclusive environment which better understands the needs of neurodivergent employees. For your senior leadership team and managers, consider hosting training sessions or workshops to help you and your workforce understand ADHD and how neurodivergent traits impact people in the workplace.
This awareness can reduce stigma and encourage open conversations that can lead to increased empathy, support and cohesion at work. This way, your employees with ADHD can adopt strategies that work for their neurotype.
Encourage regular check-ins where employees can express any challenges relating to their ADHD. When a colleague has ADHD, it’s important to understand that they intend to get tasks done in a timely manner, however, there are obstacles that might be getting in their way.
Time can be a challenge for someone with ADHD, which affects their perception of how long something will take them, and also can cause them to overestimate the length of time until a deadline. Those employees with ADHD may benefit from the routine of regularly check-ins to help keep them on track and accountable. Without these interactions with their managers or team leaders, they may unintentionally lose their way on certain tasks. This is especially true for tasks that offer no reward, novelty or interest, or have many steps to them.
Flexibility can be crucial for employees with ADHD. It takes time and patience to understand their needs and you have to get to know them as people to figure out what strategies truly work for them to help them thrive in their job role.
Consider options such as remote work, flexible hours and locations, and if possible, adjustable deadlines. These arrangements allow employees to work when they feel most productive and help to minimise distractions.
People with ADHD can meet workplace demands in an environment that helps them focus, stay on task, and be productive.
A structured work environment can greatly benefit employees with ADHD. This type of environment will help them establish routines and set clear expectations of what is expected of them.
Use project management and technology tools to help them break tasks into manageable steps and encourage the use of calendars and reminders to stay organised.
There are a number of apps which can assist people with ADHD and other neurodivergent conditions that impact executive function: i.e. working memory, attention, time management, organisation, planning and prioritisation, self-regulation, task initiation and completion, and self-monitoring.
However, not every app works for everyone, so be open to trying multiple options. Some potentially helpful apps include:
To do list reminders / scheduling apps (e.g. Todoist, Wunderlist, Trello)
Aids if reading and writing are a problem (e.g. Captivoice.com, Google Docs Voice Typing, Apple Dictation)
Blockers to eliminate distractions from social media / smart phones during tasks (e.g. Cold Turkey)
White noise / ambient noise apps (e.g. Coffivity, Focusatwill)
Note taking apps (e.g. To Do, Microsoft OneNote)
Clear, concise instructions can help reduce overwhelm in employees with ADHD, allowing them to better focus on their tasks. The use of bullet points, visuals, or checklists to communicate expectations can be highly effective.
Helping your employees with ADHD succeed doesn’t stop once changes in the workplace have been made to meet their needs. You may need to consider providing and receiving feedback so both parties know how the changes are working.
As an employer, you can also tell them about their progress at work and the areas they might need to work on. Regular feedback helps them stay on track and make the necessary adjustments. Positive reinforcement can also increase motivation due to the brain’s response to reward, creating dopamine, which is a neurotransmitter that is unstable in people with ADHD.
Regular breaks and physical activity can enhance focus and productivity, potentially reducing overwhelm or stress from their workload.
Encourage employees to take short breaks to recharge, and consider implementing wellness programmes that promote physical activity, mindfulness, or relaxation techniques.
Standing desks can benefit people with ADHD by allowing them to get up when they are feeling hyperactive and need to move. Fidget toys and footrests can also help them keep moving and the repetitive movements can help them stay regulated and focused. Walking meetings are also helpful for people with the hyperactive type of ADHD.
By implementing active initiatives, businesses can create an environment that encourages and supports physical activity and regular movement, including fidgeting or ‘stimming’, ultimately improving employee satisfaction and leading to better retention rates.
Help employees set achievable goals that align with their strengths and capabilities. If you request something from an employee with ADHD, it can be helpful to ask them what timeframe makes sense for them to provide you with what you need.
Once this is agreed, it may be helpful to ask for regular updates before the work is due just to make sure it remains at the top of their to-do list. Be constructive with any conversations around goals and don’t be afraid to discuss with them what will help them get work done in a timely fashion. Often, switching strategies helps keep professionals with ADHD engaged, through renewed novelty.
If you notice mistakes are being made regularly, it could be that they haven’t processed the instructions properly. You can assist by asking what their preferred communication type is. People with ADHD often benefit from multiple forms, such as an email with action points following a phone call, or live captions.
As with any employee, but especially those who thrive on reward, be sure to celebrate their accomplishments to help boost motivation and confidence.
ADHD Works https://www.adhdworks.info/
ADDitude magazine https://www.additudemag.com/
Access to work ADHD https://www.adhd-360.com/access-to-work-adhd/
[Full Name]
[Home address]
[Contact Number] • [Email Address]
This section is your chance to summarise the rest of the CV, and convince the recruiter to get in touch. It is important to keep it brief, between 50-200 words and outline who you are, the skills you have to offer and your career aim.
I have gained valuable experience in [area of expertise] at [organisation name], and have a particular wealth of experience and skill in [specific area]. I have a [CIPD or equivalent e.g. Masters] in HR at level [add level i.e. MCIPD or state when you will finish], and am now an [industry] professional.
My important achievements include working alongside the [team name] team at [organisation], and contributing to projects including [project name]. I was responsible for/organised [task] and increased [profit/other metric] by [£X/X%].
I am looking for my next opportunity within an [business type/industry] organisation, where I can bring real value and develop my skills further.
This is your chance to talk about your qualifications, academic and vocational. You should give detail about what you studied, where and when, and list them in chronological order. If you have many of one qualification, such as GCSEs you might find it useful to group them together.
Professional HR Qualification
[College/School Name]
[Course Studied]
A-levels:
[Subject] – [Grade]
[Subject] – [Grade]
[Subject] – [Grade]
[College/School Name]
GCSEs:
[Number] GCSEs, grades [range], including Maths and English
Bullet point several main achievements and/or projects you have either implemented or assisted with, throughout your whole career. You could add some impressive figures to make a real impact.
July 2015 – organised a project with a major charity
TUPE Projects
This should be brief and, as a general rule of thumb, focus on the last five years of your career, or last three roles, in chronological order with the most recent at the top. You should highlight your key achievements, and use bullet points rather than lengthy descriptions.
Remember to show development on how you progressed/took on more responsibility, and always detail system experience on this part of your CV.
[Job Title], [Company Name] [Location]
Nature of business e.g. retail
Reason for leaving e.g. contract
Reporting line and team e.g. reporting to the Head of HR within a team of five – this is very important within an HR CV as it shows what environment you worked in
Responsible for X number of employees, and several client groups consisting of sales, marketing clients etc. (this part is often missed out of most CVs)
Break down the employee life cycle – add facts and figures (this can be huge due to how big the cycle is – so be punchy with points and make it relevant to the job you are applying for)
E.g.
Recruitment e.g. implemented rec strategy / rec 5 complex roles
Learning and development training e.g. supported a management development programme
Reward & compensation e.g. managed and was lead on key reward projects
Employee relations e.g. provided support and advice on ER matters, managed and reported on absences etc.
HR projects e.g. met deadlines and individual timelines for three projects I ran simultaneously
This section is not essential to include, but you may wish to depending on the role you are applying for. It can be a useful chance to show a little more of your personality. However, be warned this can be very subjective, ensure anything listed here reinforces your application and the idea that you’ll be the right fit for the role. If you don’t have any real relatable hobbies, it is probably best to omit this section.
I organise a weekly [sport] game, manage bookings, transport and help to coach the team.
Undertook a [course] in order to improve my [skill].
References are available upon request.
As a well-recognised condition, October is the month focused on increasing awareness and support available for those affected. The exact cause of ADHD is not fully understood, but it is believed to be a combination of genetic and environmental factors.
It is a lifelong condition that you are born with, and is often diagnosed in childhood, however, as awareness increases, many adults now find themselves seeking diagnosis.
There are three clinically recognised types of ADHD, these are:
Symptoms: Difficulty sustaining attention, easily distracted, forgetfulness, and trouble organising tasks. Individuals may appear daydreamy and slow to process information.
Common in: More frequently diagnosed in girls, who may not exhibit hyperactive behaviours.
Symptoms: Excessive fidgeting, difficulty staying seated, talking excessively, and acting without thinking. These individuals are often described as being “on the go” and may struggle with waiting their turn.
Common in: More commonly diagnosed in boys, who may display more hyperactive behaviours.
Symptoms: A combination of inattentive and hyperactive-impulsive symptoms. This is the most common type of ADHD, where individuals exhibit a mix of both sets of symptoms.
Common in: Both boys and girls, as it encompasses a broader range of behaviours.
However, what you must remember is that though these are ‘typical’ definitions, each type presents differently in individuals. For example, a student might frequently lose their homework, forget to bring the necessary materials to class, and have difficulty following through on instructions. Or one of your teaching colleagues could find it challenging to manage their time effectively and miss important deadlines or forget they have meetings.
Whatever the symptoms, in my experience, if supported with the right understanding, tools and resources, those with ADHD can thrive, just as well, if not more, than those that don’t have it.
Raising awareness of ADHD in schools is crucial for fostering an environment where both staff and students can thrive. When educators have a deeper understanding of ADHD, they are better equipped to provide the necessary support for students who live with the condition. Too often, these students face challenges that, without proper awareness, go unrecognised or misunderstood.
Educators who are informed about ADHD can tailor their approach, offering strategies such as breaking down instructions, simplifying tasks, and providing more consistent feedback. These small yet impactful adjustments can make a significant difference in a student’s academic experience, ensuring they have the same opportunities for success as their peers.
Another benefit of increased awareness is the potential for early identification of ADHD. Many students go through their school years undiagnosed, struggling with focus, organisation, or impulsive behaviours that are misinterpreted as behavioural issues. When ADHD is identified early, schools can work in partnership with parents and specialists to intervene before these struggles manifest into more significant academic or social difficulties. Early intervention gives students the tools they need to manage their symptoms effectively, which can positively impact their long-term success and mental well-being.
Equally important is addressing the stigma that still surrounds ADHD - it’s getting better, but we are a long way off yet. Far too often, students with ADHD are labelled as ‘lazy’, ‘disruptive’ or ‘difficult’, when they’re grappling with neurological differences that affect their ability to concentrate and regulate their behaviour. Raising awareness helps dismantle these harmful stereotypes, replacing them with empathy and understanding.
As schools become more inclusive and accepting of diverse learning needs, students with ADHD will feel more supported and less isolated. This shift in perspective not only benefits the individuals with ADHD but also enriches the school culture, creating a more compassionate and collaborative community.
Beyond the classroom, raising awareness among students is just as vital. When pupils understand ADHD, particularly those who are diagnosed with it, they can better advocate for themselves. Self-awareness allows them to take charge of their learning, request the support they need, and develop coping strategies that can serve them throughout their educational journey and into adulthood. Empowering students in this way builds their confidence and fosters resilience.
October is ADHD Awareness Month, a prime time for pupils and staff alike to focus on ADHD in your school or Trust.
Why not celebrate the achievements of those with ADHD in an assembly, get an expert to come into school and explain what ADHD is to staff and pupils, perhaps you could encourage children to create a short play on the topic, or even write an essay or short story.
Whatever you chose to do, remember that a school culture which embraces an understanding of ADHD ultimately becomes stronger, more compassionate, and better equipped to nurture every learner and staff member.
