As part of any neurodivergence assessment they ask you about the school years. It tests the memory, but it all gradually comes back. Primary school was harder to recall with it being about 40 years ago. But I did remember the frequent trouble I got into with one teacher when I was 8/9. I didn’t think I could do anything to please him. I frequently got into trouble, not for anything serious, but for impulsively calling out, not following instructions properly, trying too hard to please, getting distracted too easily. 

Rejection Sensitive Dysphoria (RSD) is a big part of ADHD. It’s extreme emotional pain from perceived or actual rejection, criticism, or failure, causing deep sadness and mood swings. I cried a lot and got called ‘mardy’ frequently at school in the 1980s, which I now attribute to RSD.

With Mr Howitt, the feeling that I was always pissing him off was off the scale. This had an adverse effect on me where not saying anything at all in class became the norm. The teacher I had in year 5 commented that he’d forget I was there half the time. I was that quiet. (Masking who I really was started early). The same teacher, incidentally, had previously shouted at me for kicking stones in the playground when he was trying to give a speech. I was clearly bored by what he was saying, and the stimulation of kicking stones was preferable.

Thankfully I still have my secondary school reports from 1990 to 1993. The word that pops up a lot in my 1990 report is ‘conscientious’ – wishing to do one’s work or duty well and thoroughly. Which is fair. I wanted to do well. I wanted to please. (ADHDers are generally people pleasers). I tried hard. I also get a lot of comments about being ‘pleasant’, ‘nice’, ‘polite’, and ‘bright’.

Mr Gudgeon, maths, said ‘I was very quiet’. I never asked for help. People with ADHD tend to not ask for help because they fear appearing incompetent. A misguided perfectionism makes you believe you should be able to do it all yourself. 

I came 7th in the exams, which meant I missed out on Set 1. A knock to my confidence, but it was probably for the best. I remember being distracted a lot in his class, he didn’t have the authority he should have. We had some big personalities there. When it was kicking off I’d look out the window and watch the gulls feasting on discarded chip cobs.

I needed to ‘show greater determination’ in music, according to a teacher whose name rhymed with raper. Well, sir, if you took your eyes and hands off the girls for a second, you’d see we only had battered old xylophones to work with. I can’t remember a smidgeon of what he taught us about music. I knew the opening to ‘Oh When the Saints’, but so did everyone else.

In 1991, my maths teacher said the ‘presentation of my work required attention’ – it needed to be in a ‘sensible and logical form’. In science, I had ‘little confidence in my own abilities’. In humanities, I apparently lost my enthusiasm and determination. My written work had become ‘shallow’ and lacking in detail. I needed to show more effort. Mr Raynor, in CDT, slates me. I need to make more effort and concentrate on my own work. (Your lessons were shit, sir, and so was your beard). 

Raper goes after me again. A lack of planning in the early stages shows up in my final performances. What final performances? 

In 1992, my form tutor commented on the need for ‘more detailed revision’. In maths, I’ve had ‘disappointing’ test results and I need to develop a more efficient method of revision. 

In Chemistry, I need to put more care and thought into my homework. In contrast to subjects I was engaged with like RE, bizarrely, the teacher was impressed with my thoroughness and research. But, in Physics, I was capable of doing better. In geography, excellent marks, but occasionally work isn’t such a ‘high standard’ and I need to show more care. Ms Hallsworth seems to suggest I get it, but I can’t be bothered. In French, the first two tests were decent, and the last one ‘rather disappointing’. My oral was acceptable, apparently… (Stop it. She was about 70).

In 1993, lovely Ms Briggs said I’m pleasant and have a ‘serious attitude’ when it comes to English. I remember her enjoying my stories and creative work. But she says I get distracted by other members of the class. In maths, my test results were ‘erratic’. In science, my results are ‘reasonable’. In geography, my written answers would benefit from ‘more careful planning and editing.’ In PE, I’m considered ‘pleasant but reserved’, but I’ve got a ‘good physique’ – erm, thanks sir, kind of you to notice… insert awkward emoji.

In 1994, they stopped handwriting reports, and instead chose statements from a computer programme that matched the pupil’s personality and ability. Except, many of us would end up with very similar reports.

In conclusion, wherever there’s a whiff of planning, strategy, organisation, revision, there is a problem. I recoil at all of those words. There’s also often a lack of care and attention to detail. I make simple mistakes. I forget what I’m asked to do. For example, we’d be told to write our homework out in our diaries. I wouldn’t bother. ‘I’ll remember later…’ But I didn’t because of poor executive function. I got away with it, thanks to friends reminding me on the day it was due. I’d often be doing homework on the bus, even art work in my sketch book. If I didn’t do the homework, I’d plead that I didn’t understand the task, and ask for help. I never got a single detention. If I wasn’t interested in the subject I would zone out, but I wonder, as I was well-behaved, if this was why I wasn’t considered having an issue. 

There wasn’t half as much assessment in the nineties as there is now. There were no records showing patterns of performance, and as a result no intervention could be made. However, there were far more extreme cases who needed help. I was capable, they knew that, but it was virtually impossible for me to summon up any sort of interest and enthusiasm for maths, science, music, CDT…

Even on the morning of an exam I’d be made aware of details I should have revised. I hadn’t remembered. I try to cram it in in the short space of time I have. I hadn’t clocked or understood what I needed to plan for. Ahead of some exams I thought nothing of staying up into the early hours to watch a World Cup football match (USA 1994).

I never publicly asked for help. I feared looking stupid and being laughed at. I couldn’t bear the humiliation – even a simple plea for clarity over a task. Perhaps I didn’t want to be exposed as a fraud. I wasn’t as clever as I believed. The disorganisation was never addressed. I thought it was just who I was, and somehow things would work out. The teachers didn’t pick me up on it. And, yet, the signs were there. As difficult as they were to spot.

My GCSE results were not what was expected. Just one A, two Bs, four Cs. D in English language was hard to take, the paper confused me (and I’m sure it would have been explained in class). I also left the exam early because I’d got so anxious I developed a migraine. The science results were a disaster, not that I had tried. 

I felt I was just as intelligent as my peers, who had got straight As, but they got to grips with what had to be done when it disappeared from mind instantly.

I had to resit maths, and eventually I got a C, after I finally bothered trying to understand the equations. I learned my lesson with English, at A-Level. I was much better prepared. As it was largely literature based I engaged with it more. History, however, I completely flunked, getting ‘ungraded’. Again, I hadn’t tried. I was so bored with it. I put in zero effort even though it meant failing. I left with two Bs, the other in art. I could have done much better.

But then again, beating yourself up is classic ADHD. Feelings of shame and guilt are common. And still are 40 years later!