ADHD is increasingly celebrated as a superpower in the world of business, yet the education system continues to view it through a lens of deficit and disruption. Here, Cassie Moyse explores what will it take for schools to embrace ADHD as a strength, rather than a setback.
The topic of neurodiversity is finally under the spotlight—and rightly so. For too long, children with neurodivergent conditions like ADHD have grown up without the right support, missed opportunities and in environments that simply don’t understand them. My own experience in education was a confusing whirlwind of contradictions. At times, I was labelled as talented and intelligent; at others, I was dismissed as underperforming and lazy.
One week, I was told I could attend any university I wanted, with the world at my feet. The next, I was made to feel as though I was failing and useless. I was deeply passionate about creative subjects like art and English literature, yet I couldn’t wrap my head around science, maths, or technology.
Sixth Form brought no clarity. Instead, I found myself trapped in a state of limbo, endlessly questioning myself. Why can’t I understand the things that seem so obvious to everyone else? How can I excel in one area and struggle so profoundly in another? Am I smart, or do I need to accept my limitations? Should I aim for an academic degree or pursue a more vocational path?
After managing to pass my A-Levels—thanks largely to a brilliant new law teacher in my second year who made learning engaging and accessible—I chose to study English Literature at Northumbria University. But even then, the lingering doubts and confusion followed me. University brought a new challenge: a terrifying and debilitating social anxiety, exasperated by the overwhelming environment, that I simply couldn’t cope with. After only a few months, I decided to leave.
Looking back now, as an adult who finally understands how her brain works, it’s clear how deeply misunderstood neurodivergent individuals often are within the education system. The issue isn’t about capability; it’s about whether the system is equipped to help us thrive and whether it recognises our potential beyond the traditional mould. For so many, the answer is still no.
Attention Deficit Hyperactivity Disorder (ADHD) is often misunderstood, labelled as a condition that causes disruption rather than creativity and weakness rather than innovation. Yet, for many entrepreneurs, ADHD is nothing short of a superpower, enabling them to succeed in a fast-paced, ever-changing business landscape.
While studies increasingly suggest that people with ADHD are far more likely to start their own businesses—some studies claim up to 300% more likely—the education system in the UK continues to overlook the potential of neurodivergent children. Instead of harnessing the unique skills that come with ADHD, schools often label them as problems to be managed, squandering the opportunity to nurture the next generation of visionaries.
The link between ADHD and entrepreneurship is not coincidental. ADHD traits such as creativity, energy, risk-taking and the ability to hyperfocus on areas of passion align perfectly with the demands of running a business. The impulsivity often associated with ADHD, while sometimes challenging, can translate into an ability to take bold risks—an essential quality for entrepreneurs. In fact, many successful British businesspeople credit their neurodivergence as a key factor in their achievements.
Sir Richard Branson, founder of the Virgin Group, has openly spoken about how both his ADHD and dyslexia shaped his entrepreneurial journey. His boundless energy and ability to think creatively have allowed him to disrupt industries time and again. Similarly, Sara Davies, founder of Crafter’s Companion and a popular face on Dragons’ Den, has spoken candidly about her experience with ADHD, highlighting how her drive and passion have helped her build a multimillion-pound business empire.
What makes ADHD such a potent force in entrepreneurship is its ability to break traditional boundaries. Divergent thinking—a hallmark of ADHD—enables individuals to see connections and solutions others might miss. This skill is invaluable in business, where innovation often determines success.
Entrepreneurs with ADHD tend to thrive in environments where creativity and rapid decision-making are required. While impulsivity is frequently cast as a flaw, in the entrepreneurial world, it can mean the difference between seizing an opportunity and watching it pass by. This willingness to take risks, coupled with the ability to adapt to failure, sets many ADHD entrepreneurs apart from their neurotypical peers.
Despite this clear potential, the traditional education system often fails to support children with ADHD, focusing on conformity and penalising behaviours that don’t fit neatly within the system’s rigid expectations. British schools, like many around the world, place a premium on sitting still, following instructions, and excelling in exams—all areas where children with ADHD are likely to struggle. These challenges aren’t due to a lack of intelligence or ability but rather a mismatch between the system’s design and the way ADHD brains operate.
The consequences of this disconnect are significant. Studies show that by the time they reach their teenage years, children with ADHD will have heard 20,000 more negative comments than their neurotypical peers. These might take the form of reprimands like “stop fidgeting,” “pay attention,” or “why can’t you be more organised?” Over time, this constant barrage of criticism erodes self-esteem and reinforces the idea that their differences are problems to be fixed, rather than strengths to be celebrated. Many ADHD children begin to internalise these messages, believing they are inherently less capable or less valuable than their peers.
This deficit-focused approach means schools often overlook the unique talents of neurodivergent students. Instead of fostering creativity, curiosity and innovation, the education system funnels children into narrow paths that reward rote learning and compliance. For ADHD students, whose strengths often lie in areas like problem-solving, collaboration and thinking outside the box, this can lead to frustration and disengagement. It’s little wonder, then, that ADHD students are more likely to leave school early or struggle with academic achievement.
The tragedy is not just personal; it’s societal. By failing to nurture the potential of ADHD students, we risk losing out on the contributions of future innovators, disruptors and leaders. Imagine if Sir Richard Branson had been written off as a troublemaker, or if Sara Davies had been discouraged from following her passions. How many more potential entrepreneurs are sitting in classrooms today, their talents unnoticed and their confidence dwindling?
To change this, the education system must move away from its one-size-fits-all approach and embrace neurodiversity. This means recognising the strengths that come with ADHD and creating environments in which those strengths can flourish. Practical changes like offering flexible learning spaces, incorporating movement into lessons and allowing for more hands-on, project-based learning can make a world of difference. Positive reinforcement is equally crucial. Instead of focusing on what ADHD students can’t do, teachers should highlight what they can do, praising their creativity, effort and resilience.
Entrepreneurship programmes in schools could also provide an outlet for neurodivergent students to channel their energy and creativity. Business competitions, mentorship opportunities and courses that encourage innovation would not only help these students build practical skills, but also show them that their differences are assets, not liabilities.
Ultimately, the conversation around ADHD needs to shift. Rather than viewing it as a disorder, we should recognise it as a different way of thinking—one that brings immense value to the world of business and beyond. By sharing the stories of successful ADHD entrepreneurs, we can inspire children and show them what’s possible. It’s time for the education system to catch up, to see the potential in every child and to provide the tools and encouragement they need to succeed.
We can all play a part in reducing the stigma and challenges faced by children with ADHD by shifting our perspective. In fact, these approaches can also enhance emotional intelligence when interacting with neurotypical individuals.
Instead of viewing a child as ‘problematic’ or ‘naughty,’ consider why they might be feeling overwhelmed. Rather than labelling someone as ‘overly emotional,’ try to understand what they’re struggling to express. If someone seems ‘inconsistent,’ or ‘unpredictable’, explore what interests them and how they best learn.
It’s about adopting a mindset of curiosity, care and inquiry whenever possible. Of course, there are times when children and adults need to be held accountable for unreasonable behaviour. But, by adjusting our thinking even slightly, we might create a more supportive and fulfilling world for the many children growing up with neurodiversity in the UK.
ADHD is not a limitation. It’s a strength. For many entrepreneurs, it’s the reason they’ve been able to build successful businesses, create jobs and innovate in ways that change the world. If we can harness this potential earlier—starting in the classroom—the possibilities are limitless.
