Understanding Early Maladaptive Schemas in Adolescents with ADHD
How Early Experiences Shape Beliefs—and Why We Need to Change the Narrative
This morning, I came across a study in my inbox on maladaptive schemas in ADHD teens.
Maladaptive schemas are negative beliefs and thought patterns that form early in life and shape how individuals view themselves and the world. While the study sheds light on this, I found myself thinking about how society frames ADHD traits and behaviors and, more importantly, how we fail to support these adolescents.
Key Study Insights: What We Know About ADHD and Early Schemas
This study focused on adolescents with ADHD aged 12 to 16 and compared them to a control group of teens without ADHD. Though it’s a small study that needs further replication, it offers interesting insights.
Researchers found that ADHD teens are more likely to develop “maladaptive schemas” in the following areas:
Dependence/Incompetence: Belief that they can’t take care of themselves or make independent decisions.
Vulnerability to Harm or Illness: Constant fear that something bad will happen.
Entitlement/Grandiosity: Feeling that they don’t need to follow the same rules as others.
Insufficient Self-Control: Difficulty managing impulses and emotions.
Subjugation: Putting others’ needs above their own to gain acceptance.
The study also found that the more severe the ADHD symptoms, the stronger these schemas were. While some schemas, like entitlement/grandiosity, may diminish slightly with age, these negative beliefs can still lead to mental health challenges if not addressed early.
What Comes Up for Me: Rethinking How We Address Maladaptive Schemas
What struck me is how these schemas are labeled as inherently maladaptive. But are they? To me, these beliefs seem more protective than dysfunctional. Considering that these adolescents are growing up in environments that don’t support neurodivergence, it makes perfect sense that they develop these beliefs.
ADHD teens are constantly told to “try harder,” called lazy, and misunderstood by teachers, peers, and even family. They face bullying and judgment while receiving little support. So, these negative beliefs aren’t surprising—they’re a logical response to an environment that doesn’t understand or accommodate their needs.
This raises a critical question: if we agree that these schemas are maladaptive, how do we change them? Most approaches focus on altering the person’s thinking, but is that enough? Thinking is a reflection of lived experience, and for these teens, those experiences are shaped by environments that don’t fit their needs.
Changing these schemas can’t just be about shifting thoughts; it has to include changing the environment to support them better. We need to ask why these beliefs form in the first place—often because these teens are consistently told that if they “just try harder,” everything will be fine. But without accommodations and understanding, how can their thinking change?
Exploring the Entitlement Schema: Misunderstood Self-Advocacy?
I’m particularly stuck on the “entitlement” schema because it sounds so negative. But what if it’s less about entitlement and more about rejecting arbitrary, rigid rules—not out of defiance, but because those rules don’t fit how their brain works?
Labeling this as maladaptive without recognizing that, in many cases, it’s a way of navigating a world that isn’t built for them oversimplifies the issue. In reality, it could be an attempt to advocate for themselves in an environment that doesn’t meet their needs. We can’t ignore this perspective.
How Do We Change These Beliefs?
We must offer real support, accommodations, and understanding if we want healthier beliefs to develop. Here's a two-part approach:
Challenge the Schema: Help teens recognize and question negative beliefs. Are these thoughts genuinely reflective of who they are, or are they shaped by a world that doesn’t understand ADHD?
Change the Environment: Create environments that accommodate ADHD needs. Provide support, flexibility, and understanding in schools, workplaces, and homes. When teens are in spaces where their brains can thrive, these schemas will begin to lose their grip.
Reflection: Are We Addressing ADHD Correctly?
As I read this study, I was struck by how we frame and address ADHD. If we only focus on changing how an individual thinks without changing the environment, we miss the bigger picture. These schemas don’t form in isolation; they are shaped by environments that don’t support ADHD minds.
We need more neurodivergent-affirming research that focuses not just on “fixing” ADHD individuals but on creating environments that help them thrive.
Takeaway Box: Key Points
Early Maladaptive Schemas (EMS) are negative thought patterns that develop early, especially in ADHD teens.
ADHD adolescents often develop these schemas due to a lack of support and accommodations.
If we label these schemas as maladaptive, we must consider how to address them—not just by changing thoughts but by creating more supportive environments.
Empower yourself by recognizing, questioning, and reframing negative beliefs and advocating for environments that allow ADHD minds to flourish.
Happy ADHD awareness month,
Kristen McClure MSW, LCSW
This is very informative and well written. Thank you.