Parents tell me every day, “I don’t know if it’s ADHD and Anxiety—or something else.” You’re not alone. These two often travel together because constant correction and daily stressors dysregulate the nervous system.
In this episode, I break down what overlap looks like, how to tell them apart, and the first steps to regulate. We always start by calming the brain—because when the brain is calm, connection and learning follow.
How do I know if it’s ADHD and Anxiety or just one?
Look for persistent worry plus attention/impulse issues. Anxiety shows up as what-if thoughts, avoidance, and somatic complaints (bellyaches, headaches). ADHD brings inattention, impulsivity, trouble starting/finishing tasks, and time-blindness.
Real-life: A bright kid “freezes” on writing (anxiety) and forgets steps (ADHD).
Try this:
- Track patterns (when, where, triggers).
- Ask the teacher for data on initiation and avoidance.
- Start with regulation tools (breathing, movement, co-regulation) before skills work.
Why does my motivated kid avoid homework, clubs, or sports?
Avoidance can come from different roots. With anxiety, kids avoid distress. With ADHD, they avoid low-stimulation tasks that feel “too hard/too boring.” From the outside, both look like “won’t.”
Reframe: It’s not bad parenting—it’s a dysregulated brain.
Try this:
- Co-create micro-steps (2–5 minute starts).
- Body-first reset: movement burst → water → breath → then task.
- Choice within structure to increase buy-in.
Is my child dealing with ADHD and Anxiety because of constant correction?
Often, yes. Chronic correction lowers self-esteem and fuels anxious, avoidant patterns, while ADHD makes follow-through tough—creating a cycle. When we regulate first, kids access skills and confidence returns.
Parent tip: Lead with co-regulation—your calm is the shortcut to theirs. Regulate → Connect → Correct.
Could anxiety be masquerading as ADHD in the classroom?
Absolutely. Worry thoughts hijack attention, so an anxious child may look inattentive, fidgety, or “checked out.” In a busy classroom, the two can be indistinguishable. If you’re unsure, get objective data and treat the nervous system first while you sort the labels.
What actually helps when ADHD and Anxiety co-occur?
Calm the brain first, everything follows. Start with daily regulation: rhythmical movement, breath work, sensory input, sleep, protein-first meals, and co-regulation scripts. For deeper clarity, QEEG brain mapping and neurofeedback can identify patterns and retrain regulation. (In my BrainBehaviorReset® approach, this is our starting line.)
Quick wins:
- Before homework: 3–5 minutes of movement + 4-7-8 breaths.
- During stress: Validate → label the feeling → offer two regulated choices.
- At school: Collaborate on supports (breaks, chunking, visual steps).
🗣️ “You can’t get the right help if you don’t have the right path—and that starts with understanding what’s really going on in the brain.” — Dr. Roseann
When your child is dysregulated, it’s easy to feel helpless. The Regulation Rescue Kit gives you the scripts and strategies you need to stay grounded and in control. Become a Dysregulation Insider VIP at www.drroseann.com/newsletter and get your free kit today.
Takeaway & What’s Next
You’re not doing this alone. When we regulate first, kids think clearer, try again, and confidence grows. For a deeper dive on the overlap, listen to “Can Anxiety in Children Mimic ADHD? The Anxious, Unfocused Mind.”
FAQs
How common is it for kids to have both ADHD and Anxiety?
Very common in my practice. Dysregulation from daily stress and constant correction makes the two intertwine—so we treat regulation first.
What’s one sign anxiety is driving attention problems?
If focus worsens with what-if thinking or specific situations (tests, social), anxiety may be leading the show.
Should I push through work when my child is melting down?
No—regulate, then relate, then reason. A calm brain learns; a dysregulated brain can’t.
How do I explain this to teachers?
Share patterns, request small supports (movement breaks, chunked tasks, visuals), and emphasize that behavior is communication from a dysregulated brain.
Not sure where to start?
Take the guesswork out of helping your child. Use my free Solution Matcher to get a personalized plan for your child’s needs. Start here: www.drroseann.com/help
