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Abstract Background Attention deficit hyperactivity disorder (ADHD) begins in childhood and in many cases persists into adulthood. The transition from adolescence to adulthood for young people with ADHD is a vulnerable time and can be associated with comorbid conditions and unfavorable outcomes. Thus, further studies are needed to explore the characteristics of the transition period in emerging adulthood. The overall aim of this study was to gain increased knowledge of emerging adults’ experience of living with ADHD in the transition from adolescence to adulthood. This is a follow-up from a previous qualitative study that examined how young people experience receiving and living with a diagnosis of ADHD. Method The study has a qualitative retrospective design. Seven participants were included in this study using a purposive sampling method. We re-invited the same participants who were interviewed in 2015–2016 and conducted in-depth interviews. The data were subjected to Malterud’s systematic text condensation (STC). Results Four crosscutting themes were identified from our analysis: (1) low level of knowledge about ADHD and treatment options; (2) barriers to seeking and accessing help; (3) developing self-help strategies; and (4) a preference to discontinued medication use. Conclusion The participants emphasized a need for more information about ADHD in transition phases and support, both from professionals and peers, about finding ways to live meaningful lives. The treatment they had been offered was particularly linked to symptom reduction and medication use. A more appropriate focus would have been linked to how they, as citizens, could gain knowledge and skills to live meaningful lives with ADHD.

ABSTRACT The aim of this study was to explore the lived experiences of self-esteem in adolescents with attention-deficit/hyperactivity disorder (ADHD) over time. The study has a qualitative retrospective design. We drew on data from a broader qualitative retrospective study that explored adolescents’ experiences living with ADHD. From the data of eight adolescents, we performed a narrative analysis to explore the phenomenon of self-esteem. The three narratives of adolescents with ADHD reflect (a) using their strength to overcome difficulties, (b) access to arenas for coping and achievements, and (c) being surrounding by significant others. From a resilience perspective, this study shows that adolescents can develop positive self-esteem through transformative processes sustained by protective factors. These factors are essential to promote positive self-esteem from adolescence into adulthood. We suggest that professionals working with adolescents with ADHD focus beyond their deficits and notice adolescence’s strengths when supporting them in school and everyday life.