Rethinking Neurodivergent Labels: ADHD & Dysgraphia in Modern Society

I’ve had the privilege of working with many children and teens who think, feel, and learn differently—students with ADHD, autism, dysgraphia, dyslexia, and more. I’ve seen their frustration when they’re told to “just try harder,” even though they’re already working twice as hard as others.

Over time, I’ve come to realize:

Their challenges often stem less from their brains—and more from the environments we place them in.

In fact, terms like ADHD, dysgraphia, dyslexia, and autism only became formally recognized in the last century. Before that, children who couldn’t sit still, struggled with writing, or learned more slowly were often labeled lazy, disobedient, or unintelligent. It wasn’t until the late 20th century, as psychology and neuroscience advanced, that we began to understand these behaviors as neurological differences, not moral failings.

Yet even as our terminology has evolved, much of our educational and societal expectations have not. Many students are still expected to perform according to outdated norms.

Take dysgraphia, for example. This learning disorder affects handwriting—letter formation, spelling, spacing, and organizing ideas on paper. In a traditional classroom, it often leads to academic struggles. But in today’s tech-driven world, how often do we truly need to handwrite?

With tools like speech-to-text, AI grammar correction, and digital communication platforms, students with dysgraphia can communicate their thoughts clearly and effectively—sometimes even more efficiently than their peers.

Similarly, students with ADHD often struggle in environments that demand long periods of sitting, passive listening, and repetitive tasks. But when they are allowed to move, engage, and create, their unique energy and divergent thinking can be powerful assets.

So here’s the key idea:

A disability doesn’t always lie in the person—it often lies in the mismatch between the person and their environment.

With growing awareness of neurodiversity and increasing access to technology, maybe it’s time we stop asking, “What’s wrong with this child?” and start asking, “What needs to change in the system?”

Is ADHD still a disorder if the environment doesn’t demand sitting still for hours?

Is dysgraphia disabling when handwriting is no longer required to succeed?

Maybe the question isn’t whether they’re disabled.

Maybe the question is whether we’re ready to adapt.

About the Author

Ryan Yam, Psy.D. - Licensed Educational Psychologist (LEP4497) and founder of Dual Minds Psychology. Dr. Yam specializes in ADHD treatment, executive functioning skill development, and culturally sensitive care for children and adolescents.