Foreword This booklet focuses on the experience of receiving an ADHD and Autism diagnosis. The pack has been put together by staff at the Devon Adult Autism and ADHD service (DAANA). We have tried to bring together all the most important and up-to- date information for you. However, we know that this is a developing area, and we are always pleased to receive new information and your suggestions and ideas for improving the pack. If you would like to pass on any comments or suggestions, please click here. For other queries, please contact:
Devon Adult Autism and ADHD Service Forde House (second floor) Park Five Harrier Way Exeter EX2 7HU Telephone: 01392 674 250 Email : dpt.ADHD@nhs.net (ADHD Team) or
dpn-tr.asc@nhs.net (Autism Team)
Opening hours Monday-Friday, 9am-5pm
Neuroaffirmative language
Medical texts often define the criteria for ADHD diagnoses, using clinical terms such as ‘disorder’. Many people feel this is inaccurate and offensive and prefer to describe their experiences in their own words.
Everyone has their own preference for how they want their ADHD to be recognised.
We have adopted the most widely used and accepted terms for the purpose of this resource:
ADHD:
ADHDer / person with ADHD
Autism:
autistic / autistic person
ADHD and Autism:
AuDHDer / person with AuDHD
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Contents
Introduction...................................................................................... 3 What is autism? ............................................................................... 4 What is ADHD? ............................................................................... 5 What is AuDHD? ............................................................................. 7 The AuDHD tax ............................................................................... 8 Living with AuDHD........................................................................... 9 The ‘tug of war’ between autism and ADHD .................................. 10 How autism and ADHD work together ........................................... 15 Strengths of AuDHD ...................................................................... 19 What can help?.............................................................................. 20 Getting a diagnosis ..................................................................... 20 Medication .................................................................................. 21 Talking therapies......................................................................... 22 Strategies ...................................................................................... 23 Strategies for carers and loved ones ............................................. 27 Workplace accommodations.......................................................... 28 Helpful resources and further reading ........................................... 29
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Introduction
Purpose of this booklet
There is limited literature commenting on the experiences of those who have Autism and ADHD. AuDHDers can be stigmatised in neurotypical and neurodivergent worlds, not often showing clear traits of either autism or ADHD. This can leave AuDHDers feeling invalidated, despite having a diagnosis. Therefore, the purpose of this booklet is to provide an understanding of what people experience when they have a diagnosis of both Autism and ADHD (AuDHD), based on what we currently know from people’s experiences and some information that is out there. This will include considering both the strengths and the challenges. We hope this resource can help you make meaningful sense of your experiences and offer reassurance that you are not alone.
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What is autism? Autism is a neurodevelopmental condition, meaning it’s a natural difference in how the brain develops and processes information. According to the DSM-5, Autism is described through two areas:
1. Differences in social communication and interaction
Autistic people may experience:
• Finding it harder to understand or use social rules that other people take for granted (e.g., turn-taking, small talk). • Needing extra time to process non-verbal communication such as facial expressions, gestures, or tone of voice. • Preferring clear, direct communication rather than hints, sarcasm, or vague instructions. • Building relationships differently, sometimes fewer but deeper connections, often based on shared interests.
2. Patterns of behaviour, interests, and sensory processing
Autistic people may:
• Have special interests they focus on deeply, often becoming very knowledgeable or skilled in those areas. • Find comfort in routine and predictability, which helps reduce stress and uncertainty. • Use repetitive movements or behaviours (sometimes called “stimming,” e.g., rocking, hand-flapping, humming) to self-regulate emotions and energy. • Experience the world in a unique sensory way — being more sensitive (or less sensitive) to things like sound, light, textures, or smells.
Autistic people have strengths such as:
Honesty
• • • • •
Attention to detail
Creativity Fairness
Persistence
• Strong memory for things that matter to them.
Approximately 1.1% of adults in the UK have a diagnosis of Autism. Most research show a greater proportion of males to females with Autism (3:1 – 5:1). This is thought to be because of under-reporting and underdiagnosis in women, and women having a better ability to mask their difficulties.
Each person will have their own mix of strengths and challenges.
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What is ADHD?
Attention Deficit Hyperactivity Disorder (ADHD) is a lifelong neurodevelopmental condition. The prevalence in adults in the UK is 3-5%, with a male-to-female ratio of 3:1. ADHD is characterised by a range of symptoms in the following areas:
There are three types of ADHD:
1. Inattentive – difficulty paying attention, staying on task, being organised, forgetful. (Around 20-30% of people diagnosed).
2. Hyperactive-Impulsive – restless or fidgety, difficulty with self-control, talkative. This isn’t as common (15%).
3. Combined – you present with inattentive and hyperactive-impulsive characteristics. Most people diagnosed with ADHD have a combined presentation (50-75%)
ADHDers have strengths such as:
• Hyperfocus – ability to focus attention to specific tasks, sometimes for long periods of time and with expertise in certain areas • Creative – break out of conventional thinking patterns, come up with new ideas • Resilient – ADHDers can often learn to adapt to new and challenging situations • Spontaneous – embrace the unexpected and in-the-moment decisions
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• Problem solving – tackles challenges in unconventional ways and spot solutions others might miss
Autism and ADHD are not illnesses – it simply means the brain works differently. The impact of Autism and ADHD can change over time, influenced by personal experiences, coping strategies, societal expectations, and other health conditions.
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What is AuDHD? The term “AuDHD” is not a separate diagnosis, though it is a popular term used to describe people who have been self/formally diagnosed with both Autism and ADHD. An earlier version of the Diagnostic and Statistical Manual ( Edition 4 -DSM-IV ) stated that people could not be diagnosed with both Autism and ADHD. In 2013 this changed. Now Autism and ADHD are found to frequently co-occur. Research has found that approximately 40% of Autistic adults meet criteria for ADHD, and an estimated 21% co-occurrence of autism in individuals with ADHD. These figures are based on limited and evolving research, with adult data being limited. Below are a few examples of shared and individual traits. Take a moment to notice which ones might feel familiar, and which might not apply to you.
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The AuDHD tax
The “AuDHD tax” refers to the extra, often hidden costs that people with AuDHD may face in daily life. This “tax” isn’t about irresponsibility, or poor choices, it’s about navigating a world that isn’t designed for neurodivergent brains.
Here is a list of common examples:
• Re-purchasing items lost, forgotten, or misplaced.
• Impulsive purchases or buying things relating to interest(s).
• Losing receipts or missing deadlines for reimbursements/ returns.
• Forgetting to cancel subscriptions.
• Difficulties opening mail which can lead to fines and late fees from missed parking tickets, bills etc.
• Buying lunch or essentials you forgot to bring with you.
• Under-employment or multiple job changes.
Needing to buy certain brands.
•
• Needing to “buy” strategies e.g., apps, planners, coaching to manage symptoms.
These costs can add up financially and emotionally. These can be dismissed as forgetfulness, laziness, or disorganisation and can affect our wellbeing. Naming these challenges can help shift the focus from self-blame to understanding and building systems of support, and sustainable solutions.
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Living with AuDHD When Autism and ADHD often co-occur traits from both can overlap, and blend. These traits can show up differently in each person, depending on context, environment, and individual coping strategies.
Some people with AuDHD have described their experience like a “seesaw” where either autism or ADHD is more prominent:
- “Eleanor was a 58-year-old Caucasian woman referred for an ADHD assessment... On one hand, she exhibited exceptional organisational skills in certain areas, while in others she was strikingly disorganised. Her attention showed similar contradictions, with an intense focus on some tasks and complete inattentiveness towards others. She described constant oscillation between ADHD and autistic traits… She had consulted at least a dozen psychiatrists over the years without finding clarity…After thoroughly assessing her symptoms, I diagnosed her with ADHD and highlighted the autistic features that contributed to her challenges…This diagnosis offered her a profound sense of relief and validation, helping her to make sense of the complexities that had defined her life for so long”. - Dr Khurram Sadiq, Explaining AuDHD, page 105.
For some traits on either side might seem like “opposites,”, other traits are shared and can work together to create strengths and can make certain situations easier to navigate. Some may apply to you and others may not.
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The ‘tug of war’ between autism and ADHD Sometimes, living with AuDHD can feel like a constant tug-of-war, with conflicting needs and instincts pulling in different directions. This tension isn’t always visible, but it is deeply felt. It can lead to confusion, emotional exhaustion, and lower self-esteem. Thoughts and instincts may contradict each other, so it’s easy to feel broken, or “too much”. These struggles are not a personal failing – they are the result of trying to navigate and function in a world built around neurotypical expectations, where ways of thinking, feeling, and responding are misunderstood.
No one experiences AuDHD the same way. The following are just a few examples of how autism and ADHD can create these internal struggles.
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1) Routine vs novelty
Autism craves structure, repetition, and predictability, whether it’s sticking to familiar foods, tasks, or daily rhythms, offering a sense of safety and control. Meanwhile, ADHD seeks stimulation, spontaneity, and variety. ADHD may also make it difficult to maintain the planning and organisation that supports routine and structure. This internal clash between these needs can create confusion, anxiety, and exhaustion, as they try to balance between desire for stability and craving for excitement.
For example: It’s a quiet Sunday and Daniel’s planned a familiar routine – same breakfast, same playlist and same order of chores. It feels grounding. But halfway through ADHD kicks in – lets re-arrange the furniture! He abandons the plan, dives into something new and by evening the house is chaos and the original plan is unfinished.
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2) Stimulation vs burnout
ADHD often drives a persistent need for stimulation – chasing dopamine through exciting projects, novel environments, or high-energy tasks. It feels thrilling, engaging and fulfilling. Meanwhile, autism tugs in the opposite direction, craving safety, predictability and low-demand spaces. The same activity that sparks joy can also lead to overstimulation and shutdown, creating a cycle of overexertion followed by withdrawal and frustration.
For example: Amina spends the afternoon exploring a busy city – new sights, vibrant colours, unfamiliar streets and spontaneous detours. However, traffic noise, crowds and flashing signs start to feel overwhelming. She becomes disorientated and suddenly desperate for quiet. What began as an exciting adventure, now leaves her needing hours to decompress from the sensory chaos.
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3) Connection vs solitude
ADHD can crave the buzz of socialising – talking, connecting, meeting new people – it feels exciting. Autism, meanwhile, may start pulling toward solitude, finding the sensory overload, hidden social rules and masking overwhelming.
For example: Raj is at a friend’s birthday gathering. ADHD is in its element—he’s chatting with three different people, telling stories, laughing, feeling socially magnetic. Then, the music turns up, the lights feel harsher, and the conversations start overlapping. Eventually, it gets too much and he’s feeling overstimulated and overwhelmed. Even after leaving the party, Raj’s mind replays every interaction - “Did I say something wrong?”, “Was I too much?”. The interaction has left him feeling drained, ashamed and needing to recover.
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4) Perfectionism vs impulsivity
Autism pushes for precision, not just a desire to do things well, but a need to getting things exactly right . This takes time, effort and dedication to meet the expectation of flawless execution. ADHD may push for speed, spontaneity, and task-switching, often disrupting this process. A struggle to maintain attention for sustained periods can lead to making mistakes. This clash between high standards and impulsive energy and inattention can lead to frustration, unfinished work, and mental exhaustion.
For example: Sofia sits down to work on a craft project. Autism wants structure – measuring carefully, planning every step and choosing the perfect colour. ADHD dives in with excitement, grabbing supplies, trying new techniques mid-way, and starting two more ideas before finishing the first. The table ends up cluttered, the original plan forgotten, leaving her feeling stuck between wanting it perfect and restless creativity.
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How autism and ADHD work together While co-occurring Autism and ADHD can sometimes feel like a constant battle, they can also complement each other in powerful ways. Their interaction can support one another, balance things out, or offer something that’s missing. This section explores how autism and ADHD can work together in shaping how you think, respond and move through the world. This is not exhaustive, though are commonly reported experiences of those who are AuDHD.
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1) Planning and novelty:
Sometimes, people with AuDHD may still need time to adjust to a new environment. They may act with caution, planning way in advance and thinking of all the details. Meanwhile, the ADHD side brings a burst of enthusiasm – “A new place, let’s go explore!” – often without a plan.
Together, these traits complement each other. The ADHD drive makes the trip happen and thinks of all the fun activities to do and the autistic drive creates a well organised trip with activities and downtime scheduled, keeping anxiety in check.
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2) Caution and risk-taking:
Sometimes, inside the AuDHD mind, two voices often speak…
One says: “Let’s do it!”
The other asks: “Is it safe?”.
ADHD fuels spontaneity, boldness and a drive to explore. Autism on the other hand, brings caution, stability and a need for predictability. Together, these traits create a balance where positive risks are possible. ADHD opens the door to new experiences, while Autism helps moderate impulsive or potentially risky decisions. This interaction can support more intentional risk-taking, personal growth and adaptability. A partnership that makes exploration safer, and stability more flexible.
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3) Socialising:
For many autistic people, socialising means being on high alert – constantly scanning for subtle shifts in tone, facial expressions, or group dynamics. Did that joke land? Was that too much? This kind of hyper-awareness can be exhausting. ADHD, on the other hand, often brings a drive to connect. This can sometimes lead to blurting out, interrupting, or oversharing. Left often wondering: Why did I say that? Did I talk too much? When both traits co-exist, socialising can feel intense but is also creates a unique balance. The autistic side instinctively filters and pauses the ADHD momentum, often “catching” things ADHD would’ve otherwise said. This can help reducing the need for worrying after a social interaction. 4) Familiar noise and concentration ADHDers often struggle with focus, especially in silence – the ADHD brain dislikes quiet. Having something to anchor attention and prevent mental drift, like background noise, can help. But the autistic brain has rules. It cannot be just any noise - new sounds, unpredictable voices and shifting tones can feel jarring or overwhelming.
That’s why many AuDHDers focus best with familiar noise, like a TV show you’ve watched repeatedly, a favourite audiobook, or instrumental music. It isn’t distracting – it’s stabilising. ADHD gets the stimulation it needs and Autism gets the predictability it craves making focus possible and tasks finally getting completed.
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Strengths of AuDHD Being AuDHD isn’t just about the challenges – it’s also about unique strengths. This section highlights just some of the abilities that often come with being both autistic and ADHD. Creativity Great conversations Quick problem solving
Excellent declarative memory
Resilience
Hyperfocus
Dedication to relationships
Strong moral compass
Critical thinking
Honest and direct communication
Visual skills
Mastery of skills and interests
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What can help? We are not aiming to “cure” for AuDHD, these are part of how you see and experience the world. Some people do benefit from support to navigate certain aspects of life.
Getting a diagnosis
For many people, discovering they’re AuDHD doesn’t happen until adulthood. It often comes after years of feeling out of sync with the world and wondering why they have been struggling to do things others seemingly find so easy to do. A diagnosis can help make sense of your experiences and who you are as a person, though it doesn’t magically make life easier. You’re still living in a world that isn’t designed for your brain, and you may still be left feeling exhausted, misunderstood or unsure how to move forward. This section is here to help. It’s not a quick fix – it’s a collection of tools, strategies, and insights shared by AuDHDers themselves. These are things that have helped others to navigate daily life, reduce burnout, and build a more sustainable way of living. You might find something that works for you, or something that sparks a new idea. Some strategies will suit you and some will not, that’s okay, strategies are unique to you.
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Medication
Medication is suitable for some people with ADHD– there are two types: Stimulant (e.g., Methylphenidate, Lisdexamfetamine) and Non-Stimulant (e.g., Atomoxetine, Guanfacine). People often report that medication helps to alleviate some of their difficulties such as focus, restlessness, impulsivity and emotion regulation. There are several factors that need to be considered when prescribing ADHD medication to a person with AuDHD: • Autistic people may be particularly sensitive to side effects of medication and subtle physiological changes . For example: noticing changes in heart rate, even at lower doses. Therefore, the medication titration process (i.e., finding the right type of ADHD medication, and finding the optimal dose), often requires a slower and more cautious approach. • Autistic people can struggle with interoception (i.e., sensing internal body signals). This can make it more difficult to notice effects of medication. Some people may describe feeling “odd” or “unpleasant” without being able to elaborate for example. It is helpful, and often encouraged, for the person to seek objective views of others (e.g., friends, family) to gauge any changes. • For people with AuDHD, it can be incredibly hard to separate out symptoms specific to ADHD and therefore this can make accessing treatment hard. To successfully use ADHD medication, it is helpful to know what area of ADHD the person wants help with (e.g. being able to concentrate better or to forget less) and then track that to see if this improves when you are taking medication.
• Flexibility with dosing may also be limited, with some AuDHDers preferring consistent regimes.
• It’s important that the person receives clear, unambiguous medication guidance .
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Some people report that once their ADHD symptoms are managed, they feel “more autistic”. Autistic traits may feel more pronounced and noticeable such as:
Reduced sociability
•
Adhering to strict routines
•
Increase in sensory sensitivities
•
Talking therapies Psychology services can offer a safe space to explore and understand how ADHD and Autism shape a person’s experiences, identity and self-awareness. Therapy can help clarify what is ADHD, what is Autism, and the similarities and differences between the two. At DAANA, the ADHD psychology team offer one-to-one and group psychology interventions for adults navigating ADHD and related challenges. Our focus is on helping individuals understand how ADHD shows up in their lives and provide practical strategies to manage emotions, organisational skills, attention, and work through patterns like perfectionism for example. It is recognised that many people experience co-occurring Autism – within ADHD interventions we can reflect on how Autism may be a part of someone’s experiences, but our therapeutic work centres on ADHD- related challenges.
DAANA are also putting together an online post- diagnostic group for people who have been assessed and received an Autism diagnosis through DAANA. If you would like to know more, or receive updates about the group, please contact the Autism Team: dpt.daana-ascteam@nhs.net. If joining an online group doesn’t feel suitable, the information will still be accessible via recordings and handouts provided by the Autism team. Within the “ ASC Resource ” booklet, there is a list of mental health support services and self-help resources that you can look through at your own pace.
Our goal is to help people feel more confident, resourced, and in control of their day- to-day life, through approaches that are collaborative, strengths-based, and tailored to individual needs.
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Strategies
1) Social communication
• When receiving instructions: Ask for information to be clear, broken into small steps, and provided in both verbal and written/visual formats.
• To check understanding: Repeat back key points or ask clarifying questions to confirm the message matches your understanding.
• When processing language: Request that others use concrete and literal language and ask for explanations if metaphors or jokes aren’t clear.
• To understand emotions: Encourage others to state feelings and intentions directly and let them know this helps you respond appropriately.
• Before social events: Ask for details on what to expect, including location, format, and roles, so you can prepare and manage energy.
• For social comfort: Suggest interactions that fits your needs. For example, asking for one-to-one or small group interactions if that is your preferred way of spending time with others.
• In large groups: Plan ahead and take the time you need to process before responding.
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2) Sensory regulation:
• Environmental modification: Proactively create sensory-friendly spaces by minimizing triggers. This can involve using dimmable lighting, reducing ambient noise, and maintaining an organized, uncluttered environment. • Sensory tools: Utilize a personalized toolkit of sensory aids. This may include noise-cancelling headphones or earplugs for auditory sensitivity, sunglasses for light sensitivity, fidget toys to provide regulating tactile input, and weighted blankets or lap pads for calming deep pressure.
• Sensory breaks: Schedule regular breaks throughout the day to decompress and reset the nervous system. This could involve spending a few minutes in a quiet room, stretching, or engaging in a calming activity. Spending time in nature can be particularly restorative.
• Finding safe ways to boost dopamine (the brains reward chemical): Many people with AuDHD look for activities that give them a “dopamine lift” – something fun, interesting, or energising. The goal is to find options that give you energy without leading to exhaustion or burnout. Experiment with what works for you – everyone is different so it may take a bit of trial and error. Some people: o Spend time on their interests - this can give deep satisfaction, motivation and joy while also helping you re-energise o Enjoy an exciting or sensory-pleasing drink (e.g., something fizzy, flavoured, textured) o Listen to upbeat or high-energy music that lifts mood o Connect with others online – this can sometimes feel less overwhelming than face-to-face socialising o Rotate between different activities or interests to avoid overstimulation or boredom.
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3) Emotion regulation:
The first step to managing emotions is to learn what triggers intense and/or unpleasant emotions and build an awareness of how the emotion builds. This can help understand why we react, and when to implement strategies to prevent strong emotion reactions/ shutdowns/ meltdowns. For more practical tools on managing emotions, see our booklet “ADHD and Emotions”.
4) Everyday task management and planning:
• Order and novelty: have “mini” routines for certain parts of the day. Morning, lunchtime, bedtime, or whenever you want to do that activity. Order and routine provide comfort, takes out the burden of decision making, knowing what’s next but also leaves space for tweaks and spontaneity. • Break it down: when large tasks or projects feel big and overwhelming, break it down into smaller, concrete, and manageable steps. This can help the task feel easier to start and track progress. • Organisation: simple systems can make everyday tasks smoother and less stressful. It’s important to approach organising a bit at a time to and to create systems that feel easy to maintain to avoid overwhelm. You might want to try: o Having a set place(s) for important items – a “leaving the house drawer” where you have your keys, wallet, change etc. o Ensure items stored away are visible (e.g., in see-through boxes) and/or labelled o Colour-coding categories to make navigation quicker
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• Time management: some people with AuDHD struggle with time perception. This can make it tricky to estimate how long something will take or how much time is passing. This can make it more difficult to plan the day. Timing yourself to get a rough idea of how long a task takes you can help provide enough space in the day for each activity, making daily planning a lot easier.
• Planning tasks: planning can sometimes feel difficult for AuDHDers, jumping between ideas and struggling to know where to start. The following strategies can help planning feel more do-able and less pressured: o Set aside time to plan in a way that suits you – whether it’s a visual schedule, a voice note, or a quick list on a sticky note o Prioritise tasks – decide what’s most important or time-sensitive and start there o Focus on one task at a time – multi-tasking can feel scattered. Doing one task at a time can help reduce overwhelm, build momentum and aid in finishing tasks
5) Technology/ Apps
• Listonic and Remember the Milk – multiple to-do / shopping lists, can share with others • Brain Focus Productivity Timer – set up task time, silences mobile notifications when you’re working • Asana – project management tool, break tasks down into manageable chunks • Canva, and Mind node – mind mapping • Focus Dog and Forest – managing distractions • Smart speakers – helpful for to-do lists, task management and reminders for example
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Strategies for carers and loved ones If you have a family member or partner who supports you, then they may benefit from some support themselves. They can register with Devon Carers and speak to someone about what support may be available to them.
Website: https://devoncarers.org.uk/
Tel: 03456 434 435
Supportive relationships are built on understanding, flexibility, and encouragement. Carers and loved ones can:
• Remain educated about AuDHD: The first and most important step is to learn about AuDHD. Understanding the unique challenges, strengths, and internal conflicts of this neurotype is the foundation of effective support. • Practice patience and compassion: Recognize that their struggles with things like organization, time management, or emotional regulation are a result of their neurology and are not intentional, a matter of laziness, or a lack of caring. • Be flexible: Work collaboratively to create a supportive environment. This might mean adjusting expectations around household chores, helping to create quiet spaces for decompression, respecting sensory needs (e.g., not being offended by the use of headphones), and understanding their need for both routine and novelty. • Encourage authenticity and self-advocacy: Create a safe and non- judgmental space where your loved one feels they can be their authentic self without masking. Support them in identifying their needs and empower them to advocate for those needs in other areas of their life. • Celebrate strengths and successes: Actively acknowledge and celebrate their unique strengths, whether it's their creativity, deep passion for their interests, honesty, or resilience. Focusing on strengths builds confidence and reinforces their value.
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Workplace accommodations Workplace accommodations, often legally mandated as "reasonable adjustments" under the Equality Act (2010), are important to ensure your workplace environment meets your needs. Some people may find it helpful to request reasonable adjustments from their workplace, such as:
• Having flexible working hours or remote work options
• Having quiet, low-stimulation workspaces
• Implementing written instructions and clear communication
• Using assistive technology and reminders
• Scheduling sensory or movement breaks
Who to talk to about workplace accommodations If you’re thinking about asking for adjustments at work, there are a few people who can help guide the process…
• Your manager or team leade r – they often handle day-to-day support and can help make practical changes to your role or environment
• HR (Human Resources) – they can explain your rights, help with formal requests, and ensure accommodations are documented properly
• Occupational Health – they may assess your needs and recommend specific adjustments based on your wellbeing and working style
Please see our booklet “ADHD and Work” for more information about your rights and tips to help manage at work.
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Helpful resources and further reading
YouTube channels / videos
• AuDHD Hub - YouTube – Personal, validating videos from Karen, an AuDHDer exploring lived experiences • Purple Ella - YouTube – Ella shares her life as a late-diagnosed autistic and ADHD adult with warmth, humour and practical insight. • Yo Samdy Sam - YouTube – Sam offers relatable, late-diagnosis content with a mix of education, advocacy, and personal story telling. • How to ADHD: The Channel Trailer – A fast-paced, engaging introduction into ADHD strategies, tools, and emotional support from Jessica McCabe. • When Order And Anarchy Live Together | Khurram Sadiq | TEDxUNLV – TEDx talk exploring the lived tension of having both autism and ADHD, delivered by Psychiatrist, Dr Kurrham Sadiq
Websites
• Welcome to the | Autistic Girls Network – A UK Charity offering resources, advocacy, and support tailored to autistic girls and gender-diverse individuals. • Autistic Not Weird - Insights from an Autistic Teacher and Speaker – Created by autistic teacher, Chris Bonnello, this site blends personal insight with practical advice and advocacy. • Jenn has ADHD – Promoting ADHD awareness and advocacy through Peer support – A peer-led platform promoting ADHD awareness through lived experience, creative content, and community support.
Online communities/ forums
• Online Peer Support Groups — AuDHD UK – a safe, affirming space for adults with AuDHD to connect, share, and support each other virtually. • National Autistic Society – the UK’s leading charity supporting autistic people and their families through advocacy, guidance and services to create a more inclusive society. • Asperger's and Autism Community | Wrong Planet - forums, articles, and peer support centred on lived experience for autistic people, people with ADHD and other neurodivergent identities.
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Social media
• Neurowild_ (Instagram) – Em Hammond’s vibrant illustrations offer neurodiversity-affirming insights with clarity and emotional depth. • AuDHD Our Way (Facebook) – A community space for sharing experiences, resources, and support around living with AuDHD. • Autie-biographical (Facebook/ Instagram/ X) – Comic strips and posts that capture everyday autistic experiences with humour and heart.
Books
• Explaining AuDHD: Dr Kurrham Sadiq – A clear, expert-led guide to understanding the overlap of Autism and ADHD, with real-life stories and practical advice.
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