Relationship Between ADHD in Employees and Job Burnout is Facilitated by Issues in Executive Function
A recent study, conducted by Turjeman-Levi, Itzchakov, and Engel-Yeger and published in AIMS Public Health in 2024, sheds light on the occupational challenges faced by employees with Attention Deficit Hyperactivity Disorder (ADHD) and the role of Executive Function (EF) deficits in their increased vulnerability to job burnout.
The study, which employed a field study design, collected data from employees through self-report measures. The researchers used the Adult ADHD Self-Report Screening Scale for DSM-5 (ASRS-5), Barkley Deficits in Executive Functioning Scale - Short Form (BDEFS-SF), and Shirom-Melamed Burnout Measure (SMBM) for data collection.
The findings of the study reveal that EF deficits, particularly in self-management to time and self-organization/problem-solving, mediated the relationship between ADHD and job burnout. Difficulties in the workplace due to these specific EF deficits include inefficiencies, increased stress, and depletion of energetic coping resources, leading to burnout.
The study's findings have significant implications for recognizing and addressing EF deficits in the workplace to alleviate job burnout. Employers and mental health professionals should consider implementing targeted interventions and support strategies to help employees with ADHD manage their tasks more effectively, reduce distractions, and foster energy regulation.
Some key approaches include task segmentation and prioritization, environmental modifications, flexible work arrangements, regular check-ins and mentorship, predictable routines and clear communication, training and neurodiversity education for leadership and coworkers, use of automation and tools, and preventing ADHD paralysis and hyperfixation impact.
These support strategies are grounded in both legal requirements (e.g., Equality Act 2010 mandates accommodations for neurodiversity in workplaces) and best practices to harness the employee's potential while minimizing risks of burnout caused by executive dysfunction. By addressing EF deficits, organizations can foster a more inclusive and supportive work environment, promoting the well-being and productivity of employees with ADHD.
The final sample included 171 participants working in various professions such as sales, office administration, and education. The study’s methodological strengths include addressing a gap in the literature, using well-established measures, and conducting mediation analyses.
Future research could explore longitudinal designs and incorporate objective measures to validate the findings and inform the development of targeted interventions. The study also cites other references, including studies by Biederman et al. (2006), Murphy and Barkley (1996), Pihlaja et al. (2022), Secnik et al. (2005), and Willcutt et al. (2005).
Notably, employees with ADHD reported higher levels of job burnout and deficits in self-management to time compared to those without ADHD. The study provides valuable insights into the occupational challenges faced by employees with ADHD and the role of EF deficits in their increased vulnerability to job burnout.
- The role of psychology, particularly in understanding Executive Function deficits, is crucial in addressing the increased vulnerability of employees with ADHD to job burnout, as proven by the recent study conducted by Turjeman-Levi, Itzchakov, and Engel-Yeger.
- By recognizing and addressing Executive Function deficits in the workplace, such as self-management to time and self-organization/problem-solving, employers can help reduce job burnout for employees with ADHD, contributing significantly to mental health and well-being.
- Education plays a vital role in implementing targeted interventions, as it equips mental health professionals with the knowledge necessary to support employees with ADHD in managing their tasks more effectively and in fostering energy regulation.
- Studies, such as the one by Turjeman-Levi, Itzchakov, and Engel-Yeger, highlight the importance of Executive Function development in the realm of health-and-wellness and learning, particularly in the context of occupational challenges faced by employees with ADHD.
- Science, specifically in the field of cognitive neuroscience, can contribute to our understanding of stress and its impact on learning and motivation for individuals with ADHD, providing valuable insights for the development of future support strategies.
- Future research, employing longitudinal designs and objective measures, can further validate the findings of the study by Turjeman-Levi, Itzchakov, and Engel-Yeger, ultimately leading to the development of more effective interventions in promoting mental health and productivity for employees with ADHD.
