ADHD Brain Development: What NY/NJ Parents Need to Know

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The brain’s a mystifying organ; attracting people far and wide hoping to unlock its secrets. But when it’s affected by ADHD, it can cause daily struggles with attention, big emotions, or impulsive behavior. Many parents don’t realize the bond between these issues and brain maturation in ADHD for NY/NJ kids. They’re asking numerous questions every day.

Answering those questions requires understanding that ADHD isn’t a lack of motivation or effort, but a different timeline of brain development. ADHD affects regions responsible for planning, emotional control, working memory, and impulse regulation. These abilities develop over time, and the pace at which they develop is different for children with ADHD.

The parts of the brain responsible for focus, planning, and emotional regulation mature more slowly in kids with ADHD than in kids without it. This parents’ guide explains what’s happening inside the developing brain, how ADHD symptoms in children shift over time, and how NY/NJ families can support each stage of growth.

Quick Answer: What Parents Should Know

  • The ADHD brain follows a normal development sequence but reaches key milestones about 2–3 years later.
  • Delays impact attention, planning, emotional regulation, and impulse control.
  • Many challenges improve as the ADHD brain development NY/NJ children experience continues into adolescence.
  • This parents’ guide recommends routines, visual tools, and early school accommodations to support development and begin supporting ADHD kids at home.

How ADHD Changes Brain Development in Kids

Understanding ADHD through a developmental lens helps families make sense of daily challenges. Many children want to do their best, but don’t have the neural maturity to match expectations. Reframing this relationship gets parents closer to the root of their difficulties.

The National Institute of Mental Health explains ADHD as a developmental condition involving structural and functional brain differences. These differences influence focus, emotional regulation, and impulse control. ADHD brain development in NY/NJ causes symptoms to shift as more of the brain comes online.

Executive functions rely on the prefrontal cortex, a region that matures over time. Because prefrontal cortex development runs slower in ADHD, tasks requiring organization or emotional control feel harder. These challenges reflect developmental timing, not ability.

Why the ADHD Brain Develops 2–3 Years Later

A major study published in the Proceedings of the National Academy of Sciences found that children with ADHD reach peak cortical thickness around age 10.5. Children without ADHD reach that same milestone at age 7.5. Brain maturation in ADHD shows a consistent 2–3 year delay across several regions. The delay is most pronounced in areas that control attention, planning, and emotional regulation.

A National Institute of Mental Health research release confirmed this pattern. Certain prefrontal areas may lag as much as five years, explaining why behaviors appear younger than the child’s age. This lag often affects schoolwork, friendships, and frustration tolerance.

A study in Frontiers in Human Neuroscience found that children with ADHD frequently perform on attention and timing tasks at levels matched to younger peers. The gap ranged from one to three years. These findings align with broader research on developmental delays in ADHD among New York and New Jersey families, which often guides local evaluations.

Together, the evidence shows that ADHD brains develop the same way unaffected brains do, just at a slower pace.

ADHD Isn’t a Broken Brain — It’s a Delayed One

Parents often worry about what these delays mean long-term. Research consistently shows that ADHD-related brain growth patterns in local children follow the same sequence as typical development. The pace is slower, but the path is normal.

Prefrontal areas mature later in ADHD, which may cause children to appear younger in emotional or organizational skills. This difference explains school challenges and day-to-day frustration. Understanding the lag helps parents adjust expectations.

To understand this developmental timing more deeply, parents may benefit from the 30% developmental lag model, which breaks down why many kids function below age level in key skills.

Why the Delay Matters

  • A child may show emotional or organizational skills typical of a younger peer.
  • School demands may exceed the child’s current executive-function capacity.
  • Behaviors that look intentional may reflect skills that are still developing.

How ADHD Brain Development Appears at Every Age

Families often notice challenges changing with age. The table below summarizes patterns typical of children’s ADHD brain development in NY/NJ.

Expected Skills vs. ADHD Development

Age RangeTypical Brain TasksWhat ADHD May Look Like
3–6Early self-control and emotional growthBig reactions, impulsivity, restlessness
6–11Growing attention and early organizationLosing items, forgetting steps, emotional swings
11–14Time management and self-monitoringDisorganization and difficulty tracking work
14–18Advanced planning and problem solvingTrouble with deadlines, motivation, follow-through

These differences reflect development more than choice. As the brain matures, symptoms often shift. Parents who want help recognizing early indicators can explore common early ADHD signs in NY/NJ children.

Why Executive Function Skills Lag in Kids With ADHD

Executive-function challenges are among the most noticeable features of ADHD. These skills hinge on the prefrontal cortex, one of the last regions to fully mature. Studies show the prefrontal cortex continues developing into the mid-20s, which helps explain why teens often make big leaps in regulation.

Common Executive Function Delays

  • Task initiation
  • Organization
  • Emotional flexibility
  • Time management
  • Working memory
  • Impulse control

These issues often appear inconsistent. One day a child is on top of things. The next, they’re not. That’s just a consequence of neurodevelopment in ADHD, not defiance.

Everyday Signs Your Child’s Brain Is Still Developing

Emotional Regulation

A child may overreact to minor frustrations because calming systems in the brain are still developing. The ability to pause and recover builds slowly. Emotional intensity reflects developmental timing, not attitude.

Planning and Organization

Homework may start smoothly but quickly become overwhelming. Children may forget steps, lose materials, or miss deadlines. These patterns align with what the parents guide concept emphasizes: development, not defiance.

Impulse Control

Interrupting, grabbing items, or acting quickly often reflects immature impulse-control circuits. These circuits strengthen over time. Many teens show notable improvements as ADHD brain development NY/NJ patterns progress.

Time Awareness

Children may underestimate how long tasks will take. Time-tracking skills develop over time. Improvements usually appear during the teen years as prefrontal cortex development accelerates.

How ADHD Symptoms Improve as the Brain Grows

Families often see progress in late middle school or high school. As the prefrontal cortex strengthens, children become more consistent in emotional regulation, organization, and attention. Improvements tend to be slow, but meaningful.

Common Areas of Improvement

  • Emotional self-regulation becomes more consistent.
  • Attention span increases during schoolwork and daily routines.
  • Organization improves as planning networks strengthen.
  • Follow-through becomes easier as executive-function skills mature.
  • Independence grows with each stage of ADHD brain development NY/NJ children experience.

These changes reflect typical development rather than sudden behavioral shifts.

What Parents Can Do to Support ADHD Brain Development NY/NJ

Parents play an essential role in helping children succeed while the brain matures. These strategies align with how children learn and grow.

1. Create Predictability

Children thrive with steady routines that reduce uncertainty. Predictability lightens cognitive load and improves emotional stability. Morning and homework routines are especially helpful for supporting ADHD kids at home.

2. Use Visual Supports

Visual schedules, checklists, and color-coded tools support working memory. These tools help children complete tasks without constant verbal reminders. Visual systems are core recommendations in any parents guide. They’re also common suggestions from NY/NJ ADHD resources such as regional clinics and school support teams.

3. Break Tasks Down

Cutting tasks into bite-size pieces releases a lot of stress. Dividing homework or chores into manageable parts increases follow-through. This strategy supports independence.

4. Support Emotional Skills

Children learn emotional regulation from adults. Modeling calm responses, slow breathing, and steady tone builds internal coping skills. These behaviors become stronger over time.

5. Allow Movement

Movement helps regulate attention and emotion. Short breaks, flexible seating, and fidget tools support focus. Physical activity enhances brain development and supports ADHD symptoms in children.

6. Collaborate with Schools

NY and NJ schools offer accommodations that support executive-function delays. Extra time, reduced distractions, and organizational help bridge the developmental gap. Early communication leads to better outcomes.

7. Seek Guidance When Needed

Evaluations from local specialists clarify a child’s developmental profile. Professional insight reveals the best strategies for every brain maturation stage in NY/NJ kids.

What NY/NJ Parents Should Remember About ADHD Brain Growth

  • ADHD reflects delayed brain development, not lack of effort or ability.
  • The brain may lag 2–3 years behind in executive-function maturity.
  • Children may appear younger emotionally or organizationally than peers.
  • Many symptoms improve as developmental delays in ADHD among New York and New Jersey families lessen during adolescence.
  • Routines, visual supports, and structure help children succeed.
  • This parents guide emphasizes patience, understanding, and connection.

The Bottom Line for NY/NJ Parents Supporting ADHD Brain Development

Viewing ADHD through the lens of brain development gives parents a clearer and more compassionate understanding of their child’s challenge. When the challenge morphs into a matter of timing instead of attitude, it becomes easier to deal with. Children grow and mature at their own pace, and the brain continues developing through adolescence.

With structure, patience, and appropriate support, this parents guide helps NY/NJ families give children the tools they need to thrive as prefrontal cortex development continues. Each developmental step reflects real neurological progress, and each year brings new opportunities for growth.

Resources

Berger I, Slobodin O, Aboud M, Melamed J and Cassuto H (2013) Maturational delay in ADHD: evidence from CPT. Front. Hum. Neurosci. 7:691. doi: 10.3389/fnhum.2013.00691

National Institute of Mental Health – Brain Matures a Few Years Late in ADHD, But Follows Normal Pattern

National Institute of Mental Health – Attention-Deficit/Hyperactivity Disorder: What You Need to Know

Shaw, K. Eckstrand, W. Sharp, J. Blumenthal, J.P. Lerch, D. Greenstein, L. Clasen, A. Evans, J. Giedd, & J.L. Rapoport, Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation, Proc. Natl. Acad. Sci. U.S.A. 104 (49) 19649-19654, https://doi.org/10.1073/pnas.0707741104 (2007).

ADHD vs Autism in Children: Key Differences Parents Must Know

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Picture this: your child is bouncing from task to task, forgetting simple instructions, or maybe they’re hyper-focused on lining up toy cars in the exact same pattern every day. Their teacher calls about frequent disruptions, or maybe about social withdrawal. You’re asking yourself: Is my kid ADHD or autistic? Or is it both?

If you’re a parent navigating these behaviors, you’re not alone. Many families in New Jersey, New York, and across the U.S. are trying to understand whether their child might have Attention-Deficit/Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), or both. Some questions that families ask themselves often include:

  • Is ADHD a form of autism?
  • Can autism be mistaken for ADHD in children?
  • Are meltdowns ADHD or autism?
  • What are the differences parents really need to know?

Let’s break down the ADHD vs autism differences in children so you can feel more confident understanding what you’re seeing.

What Is ADHD? What Is Autism?

ADHD (Attention-Deficit/Hyperactivity Disorder) is a neurodevelopmental condition characterized by persistent patterns of inattention, impulsivity, and/or hyperactivity. Symptoms often appear before age 12 and can interfere with functioning in school, home, and social settings. Common signs include:

  • Difficulty staying focused or following instructions
  • Excessive movement or talking
  • Acting without thinking
  • Trouble organizing tasks or managing time

Autism Spectrum Disorder (ASD) is also a neurodevelopmental disorder, but it primarily affects social communication, behavior, and sensory processing. Symptoms usually appear by age 2 or 3, although they can sometimes be noticed later. Common characteristics include:

  • Difficulty with social interactions or understanding social cues
  • Restricted interests or repetitive behaviors
  • Strong need for routines or resistance to change
  • Sensory sensitivities (e.g., noise, texture, light)

While both conditions can affect attention, behavior, and learning, they differ significantly in cause, presentation, and treatment.

ADHD vs Autism: Children Can Share Traits, But They’re Distinct

Here’s one thing we want parents to know right away: ADHD and autism are separate, diagnosable neurodevelopmental conditions. But they do often overlap in symptoms, which can make understanding the differences feel complicated.

The Cleveland Clinic notes that between 50-70% of children with autism also have symptoms of ADHD, and many children with ADHD exhibit traits that are also common in autistic children. Still, these are distinct diagnoses, and that distinction matters for both treatment and support.

Until 2013, children couldn’t even be diagnosed with both conditions at once, but with the update of the DSM-5 (the psychiatric diagnostic manual), co-occurring ADHD and autism can now be recognized and diagnosed.

Is ADHD a Form of Autism?

No. ADHD is not a form of autism. While both are classified as neurodevelopmental disorders, they stem from different underlying differences in brain development.

Autism Spectrum Disorder is defined primarily by challenges with social communication, restricted or repetitive behaviors, and sensory sensitivities. ADHD, on the other hand, is marked by inattention, impulsivity, and hyperactivity.

Think of them as two separate circles with some overlapping traits in the middle. That overlap is what can make identifying and diagnosing each correctly more challenging.

ADHD vs Autism in Children: What Behaviors Should Parents Look For?

Let’s compare some common behaviors and how they might show up in each condition:

BehaviorMore Typical of ADHDMore Typical of Autism
AttentionEasily distracted, trouble focusing on tasks not of interestMay hyperfocus on specific interests, but ignore others
Social InteractionTalks a lot, may interrupt, impulsive speechDifficulty with social cues, limited eye contact, struggles with back-and-forth conversation
Routines & ChangeDislikes boring tasks but adapts to changeRigid about routines, upset by unexpected changes
MeltdownsOften due to impulsivity or frustrationOften due to sensory overload or disruption of routine
Communication StyleMay blurt out answers or interrupt conversationsMay have delayed speech, flat tone, or very formal language
Sensory SensitivitiesSometimes present, but less definingCommon and often intense

Can Autism Be Mistaken for ADHD in Children?

Yes. In fact, it’s very common. Since both ADHD and autism can involve attention difficulties, social struggles, and emotional outbursts, some children with autism may initially be misdiagnosed with ADHD.

What often happens is that a child is diagnosed with ADHD early, but over time parents or teachers begin to notice behaviors that don’t quite fit – such as poor eye contact, intense fixation on specific topics, or difficulties understanding nonverbal cues. That’s when a more comprehensive evaluation may lead to an autism diagnosis.

Early intervention is helpful for both conditions, so it’s important not to delay evaluation even if the signs aren’t completely clear.

Is It ADHD, Autism, or Both?

That’s a big and important question. About 30-50% of children with autism also meet criteria for ADHD, and vice versa. So, it’s possible your child might be showing signs of both.

For example:

  • A child with both might interrupt frequently in class (ADHD), avoid eye contact (autism), and throw a tantrum when plans change (both).
  • A child with ADHD alone might forget homework, fidget constantly, and struggle to listen, but enjoy group play and adapt easily to change.
  • A child with autism alone might play alone for hours with the same toy, avoid making friends, and have strong preferences about how things are done.

Are Meltdowns ADHD or Autism?

Meltdowns can occur in both children with ADHD and autism, but the causes and triggers often differ:

  • In ADHD, meltdowns may happen due to frustration, impulse control issues, or feeling overwhelmed by tasks they find boring or hard to complete.
  • In autism, meltdowns are more often related to sensory overload, changes in routine, or difficulty communicating needs.

Understanding the “why” behind the behavior is often more important than just labeling it.

Diagnosing ADHD vs Autism: What Parents Can Expect

When a child is referred for evaluation, professionals typically take a comprehensive approach:

  • Parent interviews and developmental history
  • Teacher input and behavior rating scales
  • Standardized assessments for attention, executive function, and social communication
  • Observational data in clinical settings

Why is this thoroughness important? Because a diagnosis isn’t about a single test or checklist. It’s about looking at patterns over time and across environments.

Parents should also know that both ADHD and autism exist on a spectrum. Symptoms may be mild, moderate, or severe. Some children with autism may be verbal and academically strong, while others may have significant developmental delays. Likewise, ADHD can range from mild distractibility to severe impulsivity and emotional dysregulation.

Differences Parents Shouldn’t Ignore

There are a few key signs that may help clarify whether you’re seeing signs of ADHD, autism, or both:

  • Social Disconnect: Children with autism often struggle to form peer relationships and understand social norms in a way that is different from children with ADHD.
  • Language Use: Repetitive phrases, delayed speech, or overly formal speech patterns may point more toward autism.
  • Play Patterns: Repetitive play, intense focus on a specific toy, or unusual interests are more characteristic of autism than ADHD.
  • Impulse vs. Rigidity: Children with ADHD are often impulsive and risk-taking; children with autism are more rigid and risk-averse.

If you’re noticing these differences in your child, it may be time to explore a professional evaluation.

What Should Parents Do Next?

  • Start tracking behaviors: Note when and where certain challenges occur. Are they at home, school, social settings, or across the board?
  • Talk to teachers: Educators often provide helpful observations about focus, peer interaction, and transitions.
  • Don’t wait for “severe” symptoms: Even mild signs can affect your child’s confidence, learning, and friendships.
  • Consider a neurodevelopmental evaluation: A qualified clinician can help determine whether your child has ADHD, autism, or both.

Wrapping Up: Understanding the Differences Between ADHD and Autism in Children

As parents, it’s not about labeling your child. It’s about understanding them.

Knowing whether your child has ADHD vs autism (or both) helps you better support them in school, at home, and socially. It also ensures they get access to the therapies, accommodations, and tools they need to thrive.

If you’re asking questions like Is my child ADHD or autistic? or Can autism be mistaken for ADHD in children? – you’re already on the right track. Trust your instincts, seek answers, and don’t be afraid to ask for help.

At ADHD, Mood & Behavior Center, we specialize in evaluating and supporting children across New Jersey and New York with attention, behavioral, and social communication concerns. We’re here to help you make sense of what you’re seeing and find a path forward.

(This blog is for informational purposes only and does not serve as a substitute for professional diagnosis or treatment.)

Resources:

  1. ADHD vs. Autism: What’s the Difference? – Cleveland Clinic
  2. ADHD and Autism – WebMD
  3. Unraveling the spectrum: overlap, distinctions, and nuances of ADHD and ASD in children – Frontiers in Psychiatry Journal

October is ADHD Awareness Month

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What is ADHD?

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common mental disorders affecting children (8.4 percent), though it also affects many adults (2.5 percent). General or common symptoms of ADHD include: 

  • Inability to stay focused, which can lead to not paying attention
  • Hyperactivity, which means the person is moving their body too much and/or inappropriately for their setting (for example, bouncing up and down during quiet reading time in school)
  • Acting on impulse in any given moment without thought 

ADHD is most often initially identified in school-aged children because the symptoms lead to disruption in the classroom or problems performing schoolwork. ADHD is more common among boys than girls, though the cause of that factor is unknown.

No specific causes of ADHD have been identified, though some evidence suggests that genetics contribute to ADHD. In approximately 75 percent of cases, a relative of someone with ADHD also has the disorder. Other factors that may be linked to ADHD include premature birth; brain injury; or the mother smoking, drinking alcohol or experiencing extreme stress during pregnancy.

What are ADHD symptoms?

Many ADHD symptoms, such as short attention spans, sitting still for extended periods and high activity levels, are common in most younger children. In children with ADHD, though, their heightened activity level and inability to focus are much more noticeable and greater than expected for their age. Their symptoms also cause distress and problems with daily functioning, whether at home, school or with friends.

ADHD symptoms are not due to the child being defiant or hostile or unable to understand and follow instructions or complete a task.

A diagnosis is typically based on symptoms experienced during the previous six months. ADHD is diagnosed as one of three types: 

  1. Inattentive: six (or five for people >17 years old) of these symptoms occur often:
    • Has a hard time staying focused with activities or tasks, such as listening to lectures, participating in conversations or completing long reading
    • May start tasks, but does not follow through or quickly loses focus
    • Seems to not be listening when spoken to (inattentive)
    • Doesn’t pay close attention to details; makes seemingly careless mistakes in school or at work
    • Is easily distracted
    • Difficulty with organizing and managing time; may miss deadlines and turn in messy work
    • Forgets to do regular daily tasks, such as chores or errands; for older teens and adults, examples include grocery shopping, returning phone calls, going to appointments, paying bills
    • Often loses commonly needed daily items or tools, such as a cell phone, car keys, wallet, schoolbooks
    • Avoids or dislikes (more than average) anything requiring a sustained mental effort
  2. Hyperactive/impulsive type – six (or five for people >17 years) of the following symptoms occur often:
    • Always go, go, go
    • Fidgets, taps hands or feet, squirms in a seat
    • Unable to stay seated in the classroom or at work
    • Runs around or even climbs when and where it is inappropriate
    • Has difficulty waiting for their turn
    • Unable to play or do leisure activities quietly
    • Talks too much (others may not get a word in)
    • Interrupts conversations or in class; may not wait to answer before a question has been finished or is not directed at them; may finish other’s sentences
    • Intrudes into other’s activities without being invited; may even take over a task (a symptom more of older teens and adults)
    • Uses other people’s things without asking permission
  3. Combined type

How is ADHD Diagnosed?

No laboratory tests can diagnose ADHD. Diagnosis involves a medical evaluation to rule out other possible medical problems. Information is gathered from parents, teachers, the patient and possibly others. Checklists also help make a diagnosis. 

What do I do if I notice symptoms in my child?

Though teachers and school staff can provide information about resources or tools to help evaluate behavior and learning problems, they cannot diagnose ADHD or make decisions about treatment or administer medication at school without an official diagnosis. If you are noticing symptoms and/or your child’s teacher brings up behavioral issues, you should start with making an appointment with your child’s pediatrician.

Students diagnosed with ADHD that impairs their learning may qualify for special education under the Individuals with Disabilities Education Act or for a Section 504 plan (for children who do not require special education) under the Rehabilitation Act of 1973. These benefits allow children with ADHD to receive instruction on study skills, behavioral modification techniques, changes to their classroom setup (for example, a yoga ball “chair” they can bounce on), alternative teaching techniques and a modified curriculum.

What should I do if I notice symptoms in myself or my adult partner?

Many adults with ADHD are unaware they have the disorder. Often, an adult partner or other close person who starts to recognize symptoms. If you recognize symptoms in either yourself or your partner, make an appointment with your primary care physician. They will be able to help begin the diagnosis process and provide you with referrals and resources. 

The diagnosis procedure is the same as for children, but with the use of adult rating scales or checklists. Adults with ADHD are typically treated with medication, psychotherapy or a combination of both. Behavioral modification strategies can also help, such as finding ways to minimize distractions and increase your daily structure and organizational skills. Involving immediate family members can also be helpful.

What can I do to raise awareness about ADHD?

The Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) organization recommends the following to raise awareness. 

  • Print out the NRC fact sheets on ADHD and share them with your friends and community.
  • Find additional resources on how you can increase awareness about ADHD and share them with others.
  • Host an event promoting ADHD Awareness Month or local resources for ADHD and mental health. You may want to partner with a local organization. During the COVID-19 pandemic, a virtual event is the safest choice.
  • Use your social media platforms to help dispel myths about ADHD and provide facts and other helpful information.
  • Speak out. Whether commenting on a social media post, having a conversation with family or friends, volunteering at your child’s school, contacting your local news media, or even your elected officials—use your voice to foster positive education and change. Let everyone know what it is like to live with ADHD and refer them to evidence-based information they can use to help spread awareness. 

Awareness is education. The more you educate others, the more benefit you promote to those living with ADHD, especially for those who are unaware they or their child might have the disorder.

ADHD is a serious health condition that can create much adversity in a person’s life. With identification, proper treatment and support, they can be successful and have fulfilling lives. The ADHD, Mood & Behavior Center is always available to help you, whether providing resources or telepsychiatry visits with an online psychiatrist or online therapist. Contact us with questions and concerns or to make an appointment.

9 Tips on How to Take Control of Your Mental Health

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Think of your mental health as if it were part of the outside of your body, like an arm or leg. If you had an open wound, bruises, broken bone or a bad burn, you would get your injury treated. People would see your injury and know you were in pain. 

Your mental health IS part of your body. The wounds don’t look like broken bones, but they still need to be treated. And preventing those mental broken bones is just as important as maintaining your physical health, yet it often gets overlooked. 

Recognizing a Decline in Your Mental Health

We’re in the worst of a pandemic that is approaching the one year mark. The holidays are upon us with the extra stress of the pandemic. Daily life stressors are greater and your regular responsibilities can easily create a barrier to taking care of yourself when you need it most if you’re not watchful. 

Recognizing when you are experiencing a decline in your mental health can be difficult. A bruised, bleeding and throbbing knee will send you running to the medicine cabinet for a bandage and a pain reliever. This is your body’s way of flashing neon lights and screaming that something is wrong. The signs of injury to our mental health are much more subtle and can also build over a longer period of time.

There is also the stigma that still exists around mental health. When faced with the happy highlight reels on social media and the persistence of society to ignore the importance of mental health, speaking up when you have a problem may be uncomfortable or embarrassing for some people.   

 

Tips to Improve Daily Mental Health 

Making your mental health a priority is the best way to help prevent a problem before it starts or get treatment when you need it because you’ll be able to recognize when something is wrong. You’re always going to have ups and downs emotionally, and that’s okay and normal. 

However, there’s only so much stress a person can mentally handle before experiencing a decline that does not go away. Even with the limitations the COVID-19 pandemic presents, you still have many ways of keeping your mental well-being a priority.

1. Exercise

Time and motivation are two barriers to this excellent way to keep your mental health in top form. The benefits of exercise extend well beyond the physical, making this one of the most important ways to stay healthy. Exercise helps your brain release endorphins, which are hormones that create a pleasurable feeling, minimize pain sensations and promote healing. 

Your exercise routine doesn’t have to be similar to intense training for a triathlon. Find something you love – gardening, walking the dog, a dance class, yoga – and mix it up! When you like a physical activity, finding your motivation will be much easier. During the pandemic, many classes are offered in an online format, so you can stay safe at home while exercising.

If lack of motivation is still hard to overcome, start with just a small amount and add a little each day. Getting started is the hard part, but once you get going and start to feel better, getting exercise will become a healthy habit you enjoy. 

2. Eat well / get the proper nutrition

The healthier your body is, the better you feel mentally and emotionally. If you need help finding the right foods, talk to your healthcare professional or a nutritionist. Or, check out ChooseMyPlate.org. This government guide to foods and healthy eating is excellent and comes in app form as well, so you can go mobile. They have also added a section on food planning during the COVID-19 pandemic.

3. Get outside

The benefits of being outside are well documented and have been prescribed by physicians throughout history. Even in winter, take some time to enjoy being outdoors. The sun provides much-needed vitamin D for our bodies, which also plays a role in our mental well-being. Vitamin D deficiency is an issue for many people. 

Nature is soothing and slows everything down, allowing a mental break in a stressful day. If the weather permits, take your work outside for a while. Do a phone call outside. Take a 10-minute walk. Or just sit and focus on the sights and sounds around you. The stimulation for your brain may be just the thing to give you a mental boost for the day.

4. Volunteer

Volunteering feels good emotionally because you know you are helping others. When we make positive changes in others’ lives, it has a great impact on our own. This is also an opportunity to connect with others in your community. 

Being able to change a life, even in the smallest of ways, provides purpose. There are plenty of volunteer opportunities from the local to worldwide level. If you have trouble deciding, make a list of issues you are passionate about and start there. Something as simple as writing a note to someone each day to lift their spirits will lift your own as well.

5. Be kind to yourself

We all have a running mental chatter going on in our brain. Pay attention to the chatter. Is it negative in tone? Are you being hard on yourself? You may be surprised at what you “hear” when you are more mindful of your ongoing mental chatter. Change negative thoughts about yourself with purposeful positive ones. And give yourself a break! 

6. Practice mindfulness and meditation

Mindfulness is the practice of being fully aware of what’s going on around us, our senses, and being present in any moment. Being mindful takes practice, especially to not be too reactive or overwhelmed by what’s going on around us.

Research is proving that mindfulness and meditation bring many benefits to all ages. Whenever you focus on awareness of what you’re experiencing via your senses, your thoughts and your emotions, you’re being mindful. For example, you sit down to relax with a cup of tea. Feel the warmth of the mug in your hand. Feel the shape of the mug. Smell the tea. Focus on the taste as it hits your tongue. 

Meditation provides many long-term benefits, including lower stress levels, coping with pain, improved mental focus, making stronger connections with others, and being kinder to ourselves. Mindful.org provides a basic beginner’s guide to meditation. However, there are many videos and apps that also walk you through meditation and mindfulness exercises. A quick Internet search will provide a wealth of resources to help you.

7. Try something new

Trying new things creates opportunities for our brain to make new pathways and stimulates our thinking. New things also create a sense of anticipation and excitement. Try a new recipe, a new hobby, art, writing, reading a new book or new magazine, the practice of bonsai, puzzles, games. 

8. Be wary of social media

Although social media can provide a way of connecting with friends and family, especially during times of isolation, it can also create negative feelings. People tend to post only happy moments or staged pictures or what looks like a good time (they may be miserable, but smiling perfectly in that selfie). In teens, they may see friends hanging out and wonder why they weren’t invited. Other posts may incite anger or fear due to false information or just general arguing. Don’t mistake the world of social media for what you gain through true social time with friends and family.

9. Ask for help. 

If none of these tips are helping and your mood is consistently low, you may be experiencing signs and symptoms of a mental health disorder. Asking for professional help is the first step to regaining your mental health. All serious mental health problems should be discussed with your doctor, who may refer you to a specialist. There is nothing shameful about needing help for a medical problem. 

If you are experiencing a mental health crisis, call 911 immediately or visit your local emergency services.

 

The ADHD, Mood & Behavior Center is always available to help you, whether providing resources or visits with an online psychiatrist or online therapist. Contact us with questions and concerns or to make an appointment.