What Science Really Says About ADHD and Hyperactivity
- Eliza Barach
- 2 days ago
- 4 min read
ADHD Hyperactivity: The restless brain that won’t sit still
Hyperactivity isn’t always visible. For many adults with ADHD, it’s not about fidgeting in a classroom chair anymore—it’s the mind that won’t stop moving. It’s the mental pacing that shows up when you’re stuck in a grocery store line, the urge to know how something ends before it does, or the constant need to be doing something.
In adulthood, hyperactivity often turns inward—a restless mind that never fully powers down. What looks like calm on the outside can mask racing thoughts and an invisible hum of motion that never quite stops.
The dopamine connection: Why your brain seeks activity
Although often seen purely as a symptom, hyperactivity is actually the ADHD brain’s way of regulating itself. It’s the body’s attempt to make up for lower available dopamine—the neurotransmitter that fuels motivation, focus, and reward.
When dopamine runs low, ADHD brains create their own stimulation. Movement, mental pacing, or rapid shifts in attention all serve to wake up the system. When dopamine levels balance, that drive is more likely to quiet down.
Too little dopamine can leave you flat and unfocused; too much can tip into agitation. The goal is that Goldilocks zone—just enough stimulation to stay alert and engaged, but not so much that it becomes chaos.
Research shows hyperactivity intensifies in low-stimulation, high-demand situations—like repetitive tasks or long stretches of mental work (Dekkers et al., 2021; Kofler et al., 2016). Early models framed this as a deficit in inhibition—the brain’s inability to “put on the brakes” (Barkley, 1997). But newer research suggests something different: movement might actually be the brain’s solution, not the problem (Sonuga-Barke, 2002).
What looks like “too much energy” is often your brain doing exactly what it needs to do to stay online.
When hyperactivity grows up
As ADHDers age, hyperactivity doesn’t disappear. It just changes form. What was once outward motion becomes an inner restlessness, a constant hum of “what’s next?” that’s hard to turn off.
It might look like a mind that never stops moving—the urge to fill every pause, chase one more idea, or plan three steps ahead before finishing the first. That same energy that made childhood feel like running laps now fuels problem-solving, ambition, and creativity.
But it can also create friction. When that inner drive has nowhere to go, it can turn into impatience, racing thoughts, or the sense that you’re always behind—even when you’re not. The goal isn’t to suppress that energy; it’s to direct it.
When channeled intentionally, hyperactivity becomes momentum—the push that gets things done, starts projects, and keeps you moving toward meaning instead of burnout.
Rethinking “too much energy” as a strength
Two recent studies challenge the idea that hyperactivity is purely a deficit.
Sedgwick et al. (2019) and Grønneberg et al. (2023) both highlight energy as central to ADHD life—a force that, when understood and directed, fuels creativity, persistence, and connection. Participants described their drive not as restlessness but as curiosity and intuition in motion. Many credited this energy as the reason they thrived, calling it their fuel, not their flaw. They spoke of spontaneity as intuition, risk-taking as courage, and hyperfocus as creative immersion.
Hyperactivity need not be seen solely as excess energy; it can be reframed as purpose-seeking energy. When it’s channeled, it becomes drive, creativity, and motivation. When it’s stifled or misunderstood, it can turn inward as restlessness, shame, or burnout. What we often label “restlessness” may be the very force that fuels innovation and growth. The task isn’t to quiet it—it’s to give it somewhere to go.
From “too much” to “just right”: The art of balance
Across both research and lived experience, one pattern stands out: balance matters. When ADHDers learn to regulate arousal—through structure, movement, or meaningful engagement—energy shifts from chaos into momentum. The goal isn’t to eliminate hyperactivity but to give it direction.
A few strategies consistently help:
Body-based regulation: Regular movement, exercise, or sensory input to meet the brain’s need for stimulation.
Task alignment: Choosing work that feels interesting, novel, or personally rewarding to activate intrinsic motivation.
Flexible pacing: Alternating between high-intensity bursts and recovery time to prevent burnout.
Mindful redirection: Using brief grounding or breathing practices to move from mental overdrive into steady focus.
Key takeaway
What we call hyperactivity is often the brain’s way of staying engaged when the world moves too slowly. When that energy finds the right outlet, it becomes momentum—the kind that fuels curiosity, persistence, and innovation.
It’s not about fixing how your brain works, but learning its language and responding to what it asks for.
Work with your brain’s rhythm
If you’re ready to learn how to channel your energy—not fight it—consider working with a Neural Revolution ADHD coach for personalized, brain-based strategies.
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References
Barkley, R. A. (1997). Attention-deficit/hyperactivity disorder, self-regulation, and time: Toward a more comprehensive theory. Journal of Developmental and Behavioral Pediatrics, 18(4), 271–279.
Burley, D. T., Anning, K. L., & van Goozen, S. H. M. (2022). The association between hyperactive behaviour and cognitive inhibition impairments in young children. Child Neuropsychology, 28(3), 302–317.* https://doi.org/10.1080/09297049.2021.1976128
Dekkers, T. J., Rapport, M. D., Calub, C. A., Eckrich, S. J., & Irurita, C. (2021). ADHD and hyperactivity: The influence of cognitive processing demands on gross motor activity level in children. Child Neuropsychology, 27(1), 63–82.* https://doi.org/10.1080/09297049.2020.1793924
Grønneberg, S. V., Engebretsen, E., & Løkkeberg, S. T. (2023). Stories of hope: Young people’s personal narratives about ADHD put into context of positive aspects. Qualitative Health Research. https://doi.org/10.1177/10497323231200260
Kofler, M. J., Raiker, J. S., Sarver, D. E., Wells, E. L., & Soto, E. F. (2016). Is hyperactivity ubiquitous in ADHD or dependent on environmental demands? Evidence from meta-analysis. Clinical Psychology Review, 46, 12–24.* https://doi.org/10.1016/j.cpr.2016.04.004
Sedgwick, J. A., Merwood, A., & Asherson, P. (2019). The positive aspects of attention deficit hyperactivity disorder: A qualitative investigation of successful adults with ADHD. Attention Deficit and Hyperactivity Disorders, 11(3), 241–253.* https://doi.org/10.1007/s12402-018-0277-6
Sonuga-Barke, E. J. S. (2002). Psychological heterogeneity in ADHD: A dual pathway model of behaviour and cognition.Behavioural Brain Research, 130(1–2), 29–36.* https://doi.org/10.1016/S0166-4328(01)00432-6