Despite some notable voices clamouring for a shift in attitudes (Brookfield, 2011, 2014, 2017; Procknow, 2017; Fernando, 2017), little appears to have changed in the world of adult education when it comes to mental disorders. Particularly notable is the absence of first–hand accounts by adult educators struggling with these conditions, in our case, ADHD. Although there is a growing body of literature in adult and higher education about the impact of Attention–Deficit/Hyperactivity Disorder (ADHD) on student achievement, there is very little research that explores how university faculty learn and think about mental disorders and learning disabilities. Accordingly, this self–study explores the dynamics associated with adult ADHD by identifying themes, issues and concerns associated with being a faculty member with ADHD in contemporary academic settings. Given the widespread nature of the lack of faculty knowledge about learning disabilities and ADHD we see this issue as one that is at its core a problem for adult learning, particularly within today's universities.
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