Instructions
This is not a medical test and cannot diagnose ADHD. It's a self-reflection tool to help you think about your own patterns of attention, activity, and self-control. Read each statement and think about how often it applies to you over the past 6 months. Be honest with yourself—the goal is to understand yourself better. After you finish, check the "Answer Key & Explanations" section to learn more.
Part 1: The Focus Zone
For each statement, circle the answer that best describes you.
| Statement | Never | Sometimes | Often | Very Often |
|---|---|---|---|---|
| I make careless mistakes in schoolwork or other activities because I miss the details. | O | O | O | O |
| I have trouble staying focused during class, conversations, or long readings. | O | O | O | O |
| It seems like I don't listen when someone is talking directly to me (my mind is elsewhere). | O | O | O | O |
| I have a hard time finishing projects or chores, getting sidetracked easily. | O | O | O | O |
| My room, locker, or backpack is messy and disorganized. | O | O | O | O |
| I lose things I need for school or activities (e.g., phone, keys, homework, glasses). | O | O | O | O |
Part 2: The Energy Meter
For each statement, circle the answer that best describes you.
| Statement | Never | Sometimes | Often | Very Often |
|---|---|---|---|---|
| I fidget with my hands or feet, or squirm in my seat. | O | O | O | O |
| I feel restless, like I always need to be moving or "on the go." | O | O | O | O |
| I interrupt people during conversations or activities. | O | O | O | O |
| I find it hard to wait my turn in line or in a game. | O | O | O | O |
| I blurt out an answer before a question has been completed. | O | O | O | O |
| I talk excessively. | O | O | O | O |
Part 3: Strategy Session
Answer the following questions to think about solutions and strategies.
1. Look back at Part 1. Which of those challenges causes the biggest problem for you in school or at home? Describe a specific example.
2. Now, brainstorm one or two small, simple strategies you could try to help with that specific challenge. (Example: If you lose your keys, you could decide to always put them on a specific hook by the door.)
3. Look back at Part 2. When do you feel the most restless or fidgety? (e.g., during a long movie, in math class, when you're bored). What could you do in that situation that wouldn't disturb others? (Example: Squeeze a stress ball, doodle in the margins of your notebook, discreetly tap your toes inside your shoes.)
An important final thought: Everyone experiences some of these things from time to time. If you feel that these challenges are making school, friendships, or family life really difficult for you most of the time, it's a great idea to talk about it with a parent, a school counselor, or another trusted adult. They can help you figure out what's going on and find the right support.
Answer Key & Explanations
This section isn't about right or wrong answers. It's about providing context for what you observed about yourself.
Parts 1 & 2: Explanations
The statements in these sections describe common signs of Attention-Deficit/Hyperactivity Disorder (ADHD). ADHD has three main types of symptoms:
- Inattentive symptoms (Part 1): These are challenges with focusing, staying organized, and paying attention to details. It's not about being lazy or not caring; the brain just has a harder time filtering out distractions and sticking with a task that isn't highly engaging.
- Hyperactive-Impulsive symptoms (Part 2): These are challenges with sitting still, feeling restless, and controlling immediate urges. Hyperactivity can look like constant fidgeting or feeling internally "driven by a motor." Impulsivity can look like interrupting, having trouble waiting, or acting without thinking through the consequences.
What do your results mean?
- If you answered "Never" or "Sometimes" to most questions, these challenges likely don't cause major issues in your daily life. All teenagers get distracted or feel restless sometimes!
- If you answered "Often" or "Very Often" to many questions in either Part 1 or Part 2 (or both), it means you experience these traits more frequently than some of your peers. These are characteristics often seen in people with ADHD. It does not mean you have ADHD, but it does mean that learning strategies to manage focus and energy could be very helpful for you.
Part 3: Strategy Session Ideas
The most powerful thing you can do is find strategies that work for YOU. Here are some ideas to add to your own.
1. For Inattentive Challenges (like losing things, forgetting homework, getting distracted):
- Use Technology: Set alarms and reminders on your phone for everything—when to start homework, when to pack your bag for sports, when to take out the trash.
- Create a "Launch Pad": Designate one spot by the door (a bowl, a hook, a box) where your essential items (keys, phone, wallet, school ID) ALWAYS go as soon as you walk in.
- Break It Down: For a big project, don't write "Do History Project" on your list. Instead, break it into tiny steps: 1) Choose topic, 2) Find 3 sources, 3) Write outline, 4) Write first paragraph. Completing small steps feels good and makes the task less overwhelming.
- The "5-Minute Rule": If you don't want to do something, commit to doing it for just 5 minutes. Often, starting is the hardest part. After 5 minutes, you can stop, but you might find you're in the zone and want to continue.
2. For Hyperactive/Impulsive Challenges (like fidgeting, interrupting, feeling restless):
- Fidget Smart: Find a silent, non-distracting fidget tool you can use in class, like a stress ball, a piece of clay, or a fidget ring. Doodling can also be a great way to focus your restless energy so your ears can listen.
- Schedule Movement Breaks: When studying, set a timer for 25 minutes. When it goes off, get up for 5 minutes. Do jumping jacks, stretch, walk around the house—then get back to work.
- The "3-Second Rule": Before you speak in a conversation, mentally count to three. This tiny pause can be enough to stop an interruption and decide if what you want to say is relevant and timely.
- Practice Active Listening: When someone is talking, make it your goal to be able to repeat their main point back to them. This forces your brain to stay engaged instead of just waiting for your turn to talk.