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“Stop Trying So Hard!”: Disclosing ADHD in the Workplace
Abstract
In college, people who have learning differences or ADHD are provided an array of different resources (e.g., notetakers, tutoring, additional test time, counseling, etc.). People with these differences learn ways to manage them, but these strategies do not directly translate to the workplace. Resources are often not available in the workplace, leaving people with learning differences to manage on their own. The case study follows Suzie—a young professional diagnosed with ADHD at an early age—through a day in her new role as a communication coordinator. Suzie has accepted ADHD as a part of her identity, but she often questions the accuracy of her notes, has difficulty interpreting her notes, and finds it difficult to remember conversations. The case begins with Suzie in a meeting with her supervisor. After the meeting, she goes back to her desk to interpret her notes. In doing so, she attracts attention from her coworkers. The case provides opportunities to discuss concepts such as minority stress, stigma, self-disclosure, invisible disabilities, and workplace accommodations.
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