The ADHD Brain: Unlocking Its Potential

Disclaimer: The following information is for educational purposes only and should not be taken as medical advice. This information should not be read to recommend or endorse any specific products. Dietary supplements are not intended to diagnose, treat, cure, or prevent any disease.

It wasn’t until the late 1990s that ADHD was classified as a neurodivergence, a term coined by sociologist Judy Singer . Known as the “mother of neurodiversity,” she challenged the conventional idea of what’s considered “normal” brain function. Instead of viewing conditions like ADHD as disorders, neurodiversity recognizes them as natural variations in how people think and process information.

This shift has reframed ADHD as a unique way of thinking; it champions the strengths that can enhance learning, creativity, and problem-solving. Can you imagine how stagnant and dull our world would be if everyone approached ideas and challenges in the same way? 

Some of the most innovative thought leaders of our time, like Bill Gates and Walt Disney, have ADHD—showing how diverse thinking can fuel creativity and success.

So, how can people with ADHD masterfully harness their differences as strengths? It starts with understanding how the ADHD brain works, and finding the tools and strategies that can open up a world of possibility. 

The prefrontal cortex, located at the front of the brain, plays a key role in making decisions, retaining short-term memory, controlling emotions, focusing, and planning. One of its major functions is executive function, which helps you manage and coordinate your behavior based on your internal goals.

Let’s say your goal is to finish a task: the prefrontal cortex is what helps you stay focused, resist distractions, and make decisions necessary for completing the task. It's like your own mental coach, keeping your behavior aligned with what you're trying to achieve.

A brain imaging study on children with ADHD found that their prefrontal cortex surface area was generally smaller compared to children without ADHD.¹ This could help explain why people, particularly children, with ADHD often have difficulty with attention, focus, and self-control.

According to the same study, as people with ADHD grow into adolescence and adulthood, these differences in the prefrontal cortex become less noticeable. This finding suggests that, while the prefrontal cortex may develop differently in childhood, it can grow or change with age—painting a picture of why ADHD is the most common neurobehavioral disorder in childhood.²

(Read more about the trends in ADHD diagnoses in America here.) 

White matter is a fatty substance that insulates nerve fibers through a process called myelination. These myelinated nerve fibers connect different brain regions, allowing them to communicate with each other more efficiently and speeding up neurotransmission.³ White matter is also involved in neuroplasticity, helping the brain adapt and reorganize itself by forming new connections in the brain.

In individuals with ADHD, the white matter pathways that play a role in attention, impulse control, and communication between different areas of the brain are often less efficient or well-organized. 

Research suggests that some individuals with ADHD may have reduced myelination in specific brain regions, which can slow down the speed and efficiency of communication between nerve cells. This reduced efficiency can contribute to challenges with attention, impulse control, and executive functioning.³

As Singer noted, we should celebrate ADHD and neurodiversity—especially as it relates to creativity, hyperfocus, and passion. 

One study looked at how adults with ADHD might be more creative compared to adults without. The researchers found that adults with ADHD reported achieving more creative accomplishments. And, while both groups were equally motivated when coming up with ideas, adults with ADHD came up with more original ideas when offered a reward (like a bonus). The study suggests that when people with ADHD are motivated by a goal, they may perform better in creative tasks, and they tend to focus on areas where their unique skills shine.⁴

So whether you have ADHD or know someone who does, you may notice a tendency for creative thinking or an admirable level of hyper-focus while chasing a goal.

While ADHD is linked to structural differences in the brain, another part of the story lies within the neurotransmitters of the brain, particularly dopamine and norepinephrine. These chemical messengers play a crucial role in motivation, focus, and attention.

Dopamine

Known as  the “feel-good” neurotransmitter, dopamine drives goal-seeking behavior and the brain’s reward response. However, in individuals with ADHD, dopamine levels tend to be lower, leading to difficulties in focus, motivation, and task completion.⁵

Despite these challenges, many people with ADHD can experience bursts of hyperfocus—an intense focus on a single or set of tasks caused by dopamine fluctuations—allowing them to pursue a goal with full attention.

Norepinephrine

This neurotransmitter regulates attention and impulse control. One study suggests that ADHD is linked to a dysregulation of the norepinephrine system, which is responsible for "priming" the brain to pay attention. In individuals with ADHD, this priming may not function efficiently, particularly in the prefrontal cortex.⁶

In another study, researchers boosted norepinephrine levels in a specific brain area known as the NAcb shell, an area associated with impulsivity. It found that increasing norepinephrine in this region significantly reduced impulsive behavior—meaning the subjects were less likely to act without thinking through the consequences.⁷ 

Since people with ADHD often have lower norepinephrine levels, this finding supports the idea that boosting norepinephrine can help improve impulse control and focus.

In the U.S., the ADHD diagnosis often uses the Diagnostic and Statistical Manual of Mental Disorder (more commonly known as DSM) criteria, which recognize all three types of ADHD: impulsive/hyperactive, inattentive and distractible, or combined. 

While diagnosing, a healthcare provider will focus solely on observable behavior, but the current process doesn’t consider the brain’s chemistry, like dopamine or norepinephrine levels. The focus on outward behaviors (how someone acts) rather than what’s happening in the brain leaves part of the underlying cause out of the conversation. By looking deeper into neurotransmitter levels, it can open up more options for personalized approaches. 

With the right approach and support, ADHD can be harnessed as a unique strength, transforming challenges into opportunities.

Here, a few of our favorite strategies for focus and productivity:

• Time Blocking: A concept made popular by productivity expert Cal Newport, time blocking is a way to structure your day, assigning specific tasks to designated time slots. Instead of reacting to every Slack or email notification as they come in, time blocking helps to enforce dedicated focus time for deep work.

• Creating a Distraction-Free Environment: Reducing distractions in your work environment, whether in the office or at home, is essential for managing distractions. Try silencing the notifications on your phone or using time-limit apps to help keep your attention where it’s needed.

• Find Time for Exercise: When you exercise, the brain releases dopamine, which helps improve focus, reduce hyperactivity, and enhance overall cognitive performance. This is especially important for children with ADHD, as increased dopamine levels can lead to better self-regulation, improved behavior, and greater capacity to stay on task.

• Get the “Essentials”: Proper nutrition plays a pivotal role in all aspects of health, and what you eat can directly affect the health and function of your brain. Incorporate omega-3s, vitamins B9 (folic acid) and B12, and sufficient lean proteins. And don’t forget to hydrate! ⁸⁻⁹

Embracing ADHD means understanding that your brain isn’t flawed—it’s simply wired differently. By shifting your perspective from seeing ADHD as a challenge to recognizing it as a unique strength, you unlock new opportunities for growth.

Learning how ADHD affects brain chemistry and structure can inspire new strategies that leverage its strengths. This understanding empowers you—or someone you love—to fully embrace neurodivergence and thrive by working with, rather than against, the brain’s natural tendencies.

1. Hoogman, M., Muetzel, R., Guimaraes, J. P., Shumskaya, E., Mennes, M., Zwiers, M. P., Jahanshad, N., Sudre, G., Wolfers, T., Earl, E. A., Soliva Vila, J. C., Vives-Gilabert, Y., Khadka, S., Novotny, S. E., Hartman, C. A., Heslenfeld, D. J., Schweren, L. J. S., Ambrosino, S., Oranje, B., de Zeeuw, P., … Franke, B. (2019). Brain Imaging of the Cortex in ADHD: A Coordinated Analysis of Large-Scale Clinical and Population-Based Samples. The American journal of psychiatry, 176(7), 531–542. https://doi.org/10.1176/appi.ajp.2019.18091033
2. Kazda L, Bell K, Thomas R, McGeechan K, Sims R, Barratt A. Overdiagnosis of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents: A Systematic Scoping Review. JAMA Netw Open. 2021;4(4):e215335. doi:10.1001/jamanetworkopen.2021.5335
3. Fields R. D. (2010). Neuroscience. Change in the brain's white matter. Science (New York, N.Y.), 330(6005), 768–769. https://doi.org/10.1126/science.1199139
4. Boot, N., Nevicka, B., & Baas, M. (2020). Creativity in ADHD: Goal-Directed Motivation and Domain Specificity. Journal of attention disorders, 24(13), 1857–1866. https://doi.org/10.1177/1087054717727352
5. Volkow, N. D., Wang, G. J., Newcorn, J. H., Kollins, S. H., Wigal, T. L., Telang, F., Fowler, J. S., Goldstein, R. Z., Klein, N., Logan, J., Wong, C., & Swanson, J. M. (2011). Motivation deficit in ADHD is associated with dysfunction of the dopamine reward pathway. Molecular psychiatry, 16(11), 1147–1154. https://doi.org/10.1038/mp.2010.97
6. Pliszka, S. R., McCracken, J. T., & Maas, J. W. (1996). Catecholamines in attention-deficit hyperactivity disorder: current perspectives. Journal of the American Academy of Child and Adolescent Psychiatry, 35(3), 264–272. https://doi.org/10.1097/00004583-199603000-00006
7. Economidou, D., Theobald, D. E., Robbins, T. W., Everitt, B. J., & Dalley, J. W. (2012). Norepinephrine and dopamine modulate impulsivity on the five-choice serial reaction time task through opponent actions in the shell and core sub-regions of the nucleus accumbens. Neuropsychopharmacology : official publication of the American College of Neuropsychopharmacology, 37(9), 2057–2066. https://doi.org/10.1038/npp.2012.53
8. Chang, J. P., Su, K. P., Mondelli, V., & Pariante, C. M. (2018). Omega-3 Polyunsaturated Fatty Acids in Youths with Attention Deficit Hyperactivity Disorder: a Systematic Review and Meta-Analysis of Clinical Trials and Biological Studies. Neuropsychopharmacology : official publication of the American College of Neuropsychopharmacology, 43(3), 534–545. https://doi.org/10.1038/npp.2017.160
9. Razavinia, F., Ebrahimiyan, A., Faal Siahkal, S., Ghazinezhad, N., & Abedi, P. (2024). Vitamins B9 and B12 in children with attention deficit hyperactivity disorder (ADHD). International journal for vitamin and nutrition research. Internationale Zeitschrift fur Vitamin- und Ernahrungsforschung. Journal international de vitaminologie et de nutrition, 94(5-6), 476–484. https://doi.org/10.1024/0300-9831/a000809