Teaching Organizations about the Complex Social Challenges of Workers with Attention-Deficit/Hyperactivity Disorder (ADHD) in the Workplace

Abstract

Adults with Attention Deficit/Hyperactivity Disorder (ADHD) are underserved in organizational cultures that lack the competence to provide equitable social and organizational support. Within organizational cultures there is a misunderstanding of invisible disabilities like ADHD that are stigmatized, lack inclusion and support to thrive in the workplace. The purpose of this study is to discover equitable practices in the workplace by exploring lived experiences of employees with ADHD in order to address the gap between inclusion and psychological safety. An inquiry narrative study explores the lived experiences of adults with ADHD through storytelling. The study is composed of 10 participants (5 men, 5 women) who were interviewed with open-ended questions that brought deeper understanding of how they perceive themselves in relation to the world within the workplace. A cross-case analysis approach identified common themes among the participants’ shared experiences. Additionally, the qualitative data collected was further studied with a constant comparative method for an in-depth understanding of the common themes collected from the interviews. As an invisible disability, ADHD is often misunderstood, impacting employees' sense of inclusivity, psychological security and support, posing barriers of stigmatization, social and organizational support, as well as disclosure. This study emphasizes the impact on underserved employees with ADHD whose psychological security is impacted; therefore, costing them consistency and productivity in the workplace. Organizations should consider reframing benefits, communication methods, equitable training models, and policies that support invisible disabilities like ADHD, restoring employees’ dignity and improving productivity.