Rethinking ADHD Diagnoses in the Age of Infinite Scroll

Rethinking ADHD Diagnoses in the Age of Infinite Scroll

Self-diagnosing ADHD is something I run into often while working in high schools and at the university. I hear students say, “I’m so ADHD,” followed by “I just can’t focus,” “I forgot the assignment,” or “I can’t remember what I was talking about.”

My response is usually: “What if you put your phone down for a week? How ADHD would you be then?”

As I was writing this, I looked up the hashtag counts for #ADHD on social media. On TikTok, there are 4.7 million posts. On Instagram, 5.9 million. Ironically, many of these videos are under a minute long—and I’d argue some young people don’t even finish the video before scrolling to the next one.

A Shape the Sky supporter emailed me an article suggesting there may be more than one type of ADHD. The title grabbed me immediately:
“Rethinking ADHD Diagnoses in the Age of Infinite Scroll: When attention problems aren’t hardwired — they may be downloaded.”

As soon as I read that, I had a childhood cartoon flashback: “Like, we did it, Scoob! Another mystery solved!”

Smartphones are designed to keep us locked into apps, feeds, and rapid-fire content. According to the article’s authors—two psychiatrists—this overstimulated digital lifestyle has created what they call Type II ADHD.

They compare it to diabetes:

• Type I ADHD = the classic, biologically rooted version
• Type II ADHD = attention problems created through constant scrolling and digital overload

Their argument is compelling and honestly eye-opening. It reframes how I think about what I’ve often called “self-created ADHD,” and it’s already changing the questions I ask young people in counseling.

For a quick start, here are a few key points from the article and some things you can do today as a parent or professional.

Key Points

• Not all attention problems start in childhood. Many appear in the teen or college years—often after years of heavy digital use.
• Constant scrolling rewires the brain. Fast, reward-heavy content weakens the ability to stick with slower tasks like reading, listening, or focusing in class.
• Type II ADHD responds differently. Classic ADHD often responds well to medication; Type II often improves more from reducing digital stimulation.
• Heavy screen use predicts attention problems. Longitudinal studies show that increased digital activity comes before increases in inattention and impulsivity.
• Our brains weren’t built for nonstop input. Multitasking, notifications, and rapid switching strain the brain’s focus and reward systems.

What You Can Do Today

• Ask impact questions: “How do you feel after scrolling?” “Does your phone leave you stressed or drained?”
• Try a short reset: Mute unnecessary notifications or take a 24-hour break from non-essential apps.
• Limit fast, dopamine-heavy content: Encourage students to balance scrolling with slower, offline activities—reading, walking, hobbies, downtime.
• Create focus zones: Tech-free study blocks or classrooms can help rebuild attention stamina.
• Watch for patterns: If attention worsens during periods of high screen use, that information matters.

Wrap-Up

Understanding the difference between hardwired attention challenges and digital overload can change how we support young people. A few small adjustments can make a big difference—for them and for us. Stay steady, stay curious, and keep leading the way for the kids who need us.

Stay connected,

– Ryan