AuDHD is a colloquial (non‑clinical) term used by many to describe people who have both autistic traits and ADHD traits. While not an official diagnosis, it reflects a lived reality for many who identify with both.
What Is AuDHD?
“AuDHD” combines “Au” (autism) + “DHD” (ADHD) to reflect the co‑occurrence of both sets of traits in one person.
Why People Use the Term
- To acknowledge that some supports for pure autism or pure ADHD may not fully fit when both are present.
- To emphasise that the lived experience is more than the sum of two labels.
- To build community and shared vocabulary.
Is It an Official Diagnosis?
No, “AuDHD” is not recognised as an official diagnosis in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) or most clinical diagnostic systems. However, in 2013, the DSM-5 made it possible to diagnose ADHD and autism together. Before this update, diagnostic criteria did not allow both conditions to be diagnosed simultaneously, leading many clinicians to focus on whichever condition appeared more prominent. The DSM-5 revision removed this exclusion, formally acknowledging that an individual can have both ADHD and autism.
Prevalence & Why It Matters
How Common Is It?
Research suggests that up to 50–80% of autistic individuals also exhibit symptoms or traits of ADHD, and a significant portion may meet the full diagnostic criteria for both conditions. This high overlap means many with autism may also benefit from attention‑related supports.
Why the Label Matters
- Support strategies effective for just autism or just ADHD may not fully address overlapping needs.
- It can validate the experience of having traits that sometimes seem contradictory (structure vs spontaneity, focus vs distractibility).
- It encourages clinicians, educators, and communities to adopt more nuanced approaches.
How AuDHD Shows Up in Daily Life
Contradictory Traits Can Coexist
At first glance, traits associated with autism and ADHD may seem in tension e.g. autism’s need for routine vs ADHD’s desire for novelty. Yet many AuDHDers embody both.
Because of these tensions, executive functioning demands often intensify: planning, shifting tasks, sustaining attention, and regulating energy may all feel more challenging.
Hyperfocus & Attentional Complexity
ADHD is sometimes described as “hyper-attention,” meaning many stimuli compete for attention. Paradoxically, one can also experience hyperfocus on deeply engaging tasks. AuDHDers may swing between distractibility and intense absorption.
Greater Challenges & Mental Health Risks
Some evidence suggests that people with both autism and ADHD traits may face greater executive, emotional, and mental health burdens than those with either condition alone.
Sensory Processing in AuDHD
Many people with AuDHD experience sensory processing differences, which may include:
- Hypersensitivity (e.g. overly loud sounds, bright lights, strong smells)
- Hyposensitivity (reduced awareness of pain, temperature, or other input)
- Sensory seeking (pressure, movement, tactile stimulation)
- Mixed profiles (sensitivity in some modalities, seeking in others)
Because attention and sensory systems interact, sensory overload can further impair focus, emotional regulation, and mental stamina. For AuDHDers, sensory support is often a critical component of well-being.
Helpful strategies: Quiet rooms, noise-cancelling headphones, fidget tools, scheduled movement breaks, lighting control, and offering multiple sensory options can reduce overload and improve functioning.
Communication & Processing Strategies
Communication can be affected in multiple ways. Combining autistic communication traits with ADHD-related processing speed or distractibility can complicate interactions.
Best Practices for Communication
- Use clear, concrete, and direct language. Avoid idioms or vague phrasing.
- Allow extra time to process questions or instructions.
- Offer written support (emails, checklists, visual aids) alongside verbal communication.
- Be mindful of interruptions, multi-tasking, and distractions. They may disproportionately impact AuDHD individuals.
- Respect pauses, non-verbal cues, and silence as part of processing, rather than defaulting to “fill the space.”
Educational & Support Resources
Assistive Tools & Techniques
- Visual planners, timetables, and reminders (paper or digital)
- Time tracking & chunking strategies (Pomodoro Technique, timers, interval work)
- Task breakdown & scaffolding - breaking large tasks into smaller, manageable steps
- Assistive technology - speech-to-text, text-to-speech, organisational apps
- Sensory supports built into the learning environment (e.g. fidget tools, flexible seating)
Creating an Inclusive Learning Environment
Some educational strategies that tend to benefit AuDHD learners include:
- Flexible deadlines or pacing
- Choice in assignments or formats (e.g. written report, presentation, visual project)
- Frequent check-ins and scaffolding support
- Awareness training for educators: understanding how overlapping traits may affect participation and planning
- Quiet zones or low-stimulation spaces for study and rest
Strengths & Affirmations
Though challenges exist, many AuDHDers bring unique strengths, including:
- Deep focus and passionate engagement when interest aligns
- Creativity, divergent thinking, and pattern recognition
- Intense curiosity, capacity for holistic thinking
- Resilience, adaptability, and self-awareness developed through navigating layered neurodivergence
Recognising and nurturing these strengths is part of a healthy, balanced approach to support and identity.
Final Thoughts
The term “AuDHD” gives language to a complex, layered experience. It helps many people feel seen, connect with others, and advocate for supports tailored to their overlapping needs.
If you believe you may identify with AuDHD traits, consider seeking assessments (where supported), exploring assistive strategies, and engaging with communities who share those experiences.