Dyslexia, ADHD & Neurodiversity: Debunking the “It Doesn’t Exist” Myth

Have you ever heard someone claim that dyslexia or ADHD are not real? I have – and it is not only disheartening, it is dangerous. For years, I struggled in school and work, labelled lazy or scatterbrained. Only in my forties did I finally learn the truth: I am neurodivergent. My late diagnoses (ADHD) brought relief and clarity, but when I shared this, I was met with dismissal. “Everyone has those issues – you are just looking for excuses.” Such responses are all too common, and they echo a widespread myth that neurodivergent conditions like dyslexia and ADHD do not exist. A close family member even questioned whether the diagnosis was true!

In this article, I want to debunk that myth once and for all. We will look at what neurodiversity really means, the solid scientific evidence behind these conditions, and how professionals rigorously diagnose them. I will also share why late diagnosis can be both a relief and a challenge – and why dismissing neurodivergent people’s experiences is deeply harmful.

What is Neurodiversity?

Neurodiversity is the concept that neurological differences – such as ADHD, autism, dyslexia and dyspraxia – are natural variations of the human brain. Just as people have different eye colours or heights, people also have diverse ways of thinking and processing information.

Neurodivergent conditions (those that diverge from typical brain development) are not “made up”; they are well-documented differences in brain function and information processing. Dyslexia is a learning difference affecting reading and writing, ADHD involves atypical patterns of attention and impulse control, autism affects communication and sensory processing, and dyspraxia impacts motor skills. These conditions often come with unique strengths alongside challenges. The neurodiversity movement urges us to recognise and respect these differences rather than treating them as defects.

Unfortunately, understanding has not kept up with science in the public sphere. Myths and misconceptions abound – chief among them, the claim that such conditions “do not exist” or are just an excuse for laziness or poor behaviour. Let us tackle that myth head-on.

The Myth: “It Does Not Exist”

Despite overwhelming evidence, some still insist that dyslexia or ADHD are not real conditions. You will hear things like, “All children struggle to pay attention sometimes, that does not mean they have ADHD,” or “Back in my day we just called it bad reading, not dyslexia.” A few high-profile commentators have even claimed these diagnoses are fake labels for normal variation or the result of bad parenting.

Nothing could be further from the truth. ADHD is one of the most researched conditions in medicine, with more than 100,000 scientific articles on the subject. Similarly, dyslexia has over 30 years of scientific evidence establishing it as a real condition. These disorders have been recognised by global health authorities for decades. ADHD and autism are defined in diagnostic manuals like the DSM-5 and ICD-11, and dyslexia is formally recognised as a specific learning difficulty.

The idea that these conditions “do not exist” is simply wrong, according to decades of clinical research and consensus. But perhaps one reason the myth persists is confusion about how these conditions are diagnosed. Let us clear that up.

How Professionals Diagnose Neurodivergent Conditions

Another common claim made by sceptics is that “there is no objective or testable diagnosis – it is just an opinion.” It is true that you cannot diagnose ADHD or dyslexia with a blood test or an X-ray. However, that does not mean there is no rigorous, objective process for diagnosis. In fact, the diagnostic procedures for these conditions are highly structured and based on well-defined criteria.

Take ADHD as an example. There is no single instant test for ADHD – instead, specialists conduct a detailed assessment. This involves gathering information from multiple sources (parents, teachers, self-reports), doing physical examinations to rule out other causes, and using validated questionnaires and rating scales. Clinicians compare a person’s symptom profile against the official criteria. For a diagnosis, ADHD symptoms must be persistent, impairing, and present in multiple settings (e.g. home and school). If those conditions are not met, a diagnosis is not given lightly.

Dyslexia diagnosis is similarly thorough. In the UK, dyslexia can only be formally identified through a Diagnostic Assessment by a certified specialist (often an educational psychologist). Schools may first provide extra support and observe if difficulties persist. If they do, an in-depth assessment is carried out. This typically includes standardised tests that measure reading, writing, spelling, and related cognitive skills. A trained specialist evaluates the person’s learning profile and determines whether it matches the well-established pattern of dyslexia.

Other neurodivergent conditions follow similarly structured diagnostic processes. Autism is diagnosed using structured interviews, observational assessments, and comparison against DSM/ICD criteria, often by a multidisciplinary team. Dyspraxia is diagnosed by testing motor skills against developmental norms and ensuring other neurological conditions are absent. In all cases, professionals follow established diagnostic guidelines and use scientifically validated tools.

The absence of a single lab test does not mean a condition does not exist. Many medical conditions – such as migraines or depression – are diagnosed by clinical evaluation of symptoms. Neurodivergent conditions are no different.

The Cost of Late Diagnosis and Dismissal

One of the hardest parts of these myths is how they impact individuals – especially those of us diagnosed later in life. I spent decades feeling “off” and blaming myself for struggles that had an unseen cause. Being told as an adult that I am dyslexic and have ADHD was a revelation: suddenly, so many past difficulties made sense. But along with relief came a sense of grief and frustration. I wondered how different my life might have been if I had known earlier.

A late diagnosis can validate your lived experience, but it also opens your eyes to all the times you were misunderstood. That is why hearing someone flat-out deny the existence of these conditions is deeply personal. When people say “it is not real,” they invalidate the very real pain and challenge you have been through.

There is also a broader societal cost to dismissal. When schools or employers buy into the “it is not real” myth, they may refuse reasonable adjustments. A child who could thrive with dyslexia accommodations (like extra time on tests or multi-sensory reading instruction) might instead be left to fail. An employee with ADHD might struggle in a chaotic open-plan office when a simple accommodation (like noise-cancelling headphones) could unlock their productivity and talent. By contrast, when we accept and support neurodivergent people, they excel.

Conclusion: Embracing Neurodiversity and Moving Forward

The evidence is clear: dyslexia, ADHD, and other neurodivergent conditions exist – and have always existed. What is changing is our understanding and willingness to talk about them. It is time to put the “it is not real” myth to rest. Dismissing these conditions prevents people from getting the empathy and support they need to thrive.

Instead, let us embrace neurodiversity. This means accepting that brains do not all work the same way, and that is okay. It means educating ourselves with information from credible sources rather than clinging to outdated notions. It means acknowledging the rigorous diagnostic processes and trusting the experts who have spent years studying these conditions. And importantly, it means listening to neurodivergent people’s lived experiences with respect.

Sources: NHS, British Dyslexia Association, ADHD Foundation, National Autistic Society, peer-reviewed scientific studies.

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