“Hyperfocus” is the ability to zero in on an activity with ultra-intense concentration, often for hours at a time. Neurodivergent individuals often experience this, for example people with autism or ADHD. It is a common misconception that people with ADHD are simply unfocused. During a period of hyperfocus the world can fade away and individuals may experience greater concentration, clarity, and productivity on their task. Autistic individuals have described similar experiences, especially when the task is related to one of their areas of expertise. I can’t speak to what it is like for everyone, but I can at least describe how hyperfocus manifests for my son and me.
My son is *autistic (see note below for an explanation of identity-first language) and vacillates between low-focus and hyperfocus, and I share all this with his permission. He has a hard time concentrating if there are any distractions (like noises, smells, or something else he finds interesting going on around him), if he is tired or unwell, or sometimes simply if he isn’t interested in the task at hand. Then there are other times that he can zone in and gets so lost in what he is doing that he won’t even hear someone if they call his name. When he was a toddler the way I confirmed my suspicions about his unique neurology was by sneaking up behind him and banging a pot while he played. He didn’t even flinch, didn’t even process the sound. This tendency towards hyperfocus and tuning out auditory stimuli can both help him in school and present challenges. It helps him because he can work quickly, efficiently, and often with a greater depth of creativity. Problems occur when he is so focused that he doesn’t notice what is going on in the classroom around him and misses instructions. His teachers are aware of this, however, and try to accommodate accordingly.
When my son was about eight years old he told me that often after he came out of a period of intense concentration at school the world “didn’t feel real”. He said he would have to get up and move around so he could feel like himself again and feel right in his own body. It seems that he was disoriented and also needed to regain his sense of proprioception. When my son told me about those experiences I was astounded that he was able to articulate himself so well about such an abstract feeling. Thankfully there are accommodations in his IEP for pacing and stimming, and he is given the freedom to move around the back of the classroom when necessary.
(*If any of you cringed at the term “autistic” I would encourage you to research the “Identity-First” movement or the neurodiversity paradigm. The concept behind Identity-First language is described as such by the page “Identity-First Autistic”: “As autistic people, we see our neurology as an integral part of who we are – not a separate or negative add-on.” Saying “autistic” or using similar terminology acknowledges the effects that unique neurological wiring or disability has in shaping a person’s identity and the way they interact with the world. Autistic or neurodivergent people hope for acceptance and accommodation.)
Then there’s me. I am a 40-something woman who has known for decades that I am neurodivergent, but it took years to get a proper diagnosis (mis-diagnoses are common for women). When I was in my 30’s I was finally identified as ADD (a diagnostic term that is no longer used in favor of “ADHD” with three subtypes), even though in my 20’s a psychologist insisted I wasn’t. Then about a year ago a therapist affirmed my suspicions that I also displayed characteristics of being on the autism spectrum.
For me hyperfocus means that it is all about The Thing. The Thing is whatever I find most interesting or important at the time. All I can think about is The Thing. All I want to do is The Thing. I get irritated at anything that keeps me from doing The Thing, even if that something else is actually important. Continue reading