The ADHD-Dyslexia Connection: Genetics Says, “It’s Complicated”

Thursday, December 26, 2024.

Both ADHD (attention deficit hyperactivity disorder) and dyslexia are notorious for their ability to derail school report cards and frustrate families.

ADHD, with its cocktail of hyperactivity, impulsivity, and an attention span that rivals a goldfish’s, can make organizing tasks feel like climbing Mount Everest.

Dyslexia, on the other hand, causes persistent difficulties with reading, spelling, and writing, even in folks with normal intelligence.

Now, thanks to this study, we know these conditions often co-occur for a reason.

Around 25-40% of people diagnosed with one condition also meet criteria for the other.

Why? It turns out they share a genetic overlap of 0.40, which, in science-speak, means they’re kissin’ cousins in your DNA.

The Study: Big Data Meets Big Discoveries

To uncover these genetic connections, researchers didn’t just dip their toes into the data pool—they dove into the ocean.

Using datasets from over 1.5 million participants (yes, you read that right), including collaborations with 23andMe, they analyzed the DNA of folks diagnosed with ADHD, dyslexia, and a host of other neuro-developmental conditions like autism and anxiety.

The researchers used something called genomic structural equation modeling, a fancy statistical tool that essentially says, “Hey, let’s find out what genes are throwing the same party.”

And voila! They discovered a new genetic factor they’re calling the “attention and learning difficulties” factor.

This factor clusters ADHD and dyslexia together in ways that make sense for families dealing with both conditions. It suggests shared challenges in reading, attention, and cognitive performance, making these traits genetically distinct from other neurodevelopmental conditions, like autism.

Why These Findings Are Game-Changers for Marriage & Family Therapy

Here’s where it gets exciting for therapists and families alike. This research doesn’t just explain why ADHD and dyslexia love to hang out—it also opens the door to better, more targeted interventions. Let’s break it down:

• From Blame to Understanding: Families often feel stuck in cycles of frustration when kids struggle with both attention and learning. Knowing these conditions share genetic roots can help parents shift from asking “What’s wrong with my child?” to “How can we support them?”

• Unified Strategies: Traditional therapy approaches tend to address ADHD and dyslexia as separate issues. But this study suggests they might benefit from similar management techniques—think structured environments, clear instructions, and support for executive functioning skills. Yowza!

• Early Intervention: Since the genetic overlap also correlates with challenges in academic tasks like reading comprehension and problem-solving, early screening can help catch kids at risk and set them up for success before they fall behind.

• Tailored Family Support: Family therapy might integrate this new knowledge to help parents and siblings understand these conditions as part of the bigger family system. For example, creating routines that balance structure with flexibility can reduce stress for everyone.

The Genes Behind the Headlines: Meet the VIPs

Among the 49 genetic regions identified, researchers found some star players that are directly involved in brain development and learning processes. Here are a but a few standouts:

• SORCS3: A gene that plays a role in learning and memory. It’s like your brain’s IT guy, making sure neural signaling works smoothly.

• TRAIP: This one keeps your DNA in top shape, which is kind of a big deal when it comes to cognitive function.

• AMT: Known for its connection to educational attainment, this gene is like the honor student of the bunch.

• TCTA: Linked to problem-solving and cognitive performance, this gene helps you crush those tricky word problems.

These discoveries highlight why ADHD and dyslexia often involve shared struggles in academic and cognitive domains, offering clues for more precise interventions.

Implications for Family Therapy Interventions

With these findings, family therapy can better address the ripple effects ADHD and dyslexia have on relationships and daily life:

• Parent-Child Dynamics: Therapy can help parents balance empathy with practical strategies, creating a supportive environment that fosters resilience.

• Sibling Relationships: By understanding shared struggles, siblings can shift from rivalry to solidarity, reducing conflict and building stronger bonds.

• Educational Advocacy: Therapists can empower families to work with schools, advocating for accommodations that support kids in both areas.

The Bigger Picture: Where Do We Go From Here?

This study is a leap forward, but there’s still work to do.

For one, the datasets primarily included participants of European ancestry, meaning the findings may not apply universally.

Additionally, conditions like dyscalculia (difficulty with math, a condition I understand all too well) and dyspraxia (motor skill challenges) weren’t included, leaving gaps in understanding how these traits intersect.

Future research could explore these areas, offering an even clearer picture of how genetics shape learning and attention challenges.

Until then, this study gives families and therapists a valuable tool for reframing ADHD and dyslexia as interconnected, manageable, and—dare we say it—an opportunity for growth.

Final thoughts

At the heart of these discoveries is a message of hope: ADHD and dyslexia don’t have to feel like insurmountable challenges.

By understanding their shared genetic roots, families and therapists can begin to approach these conditions with greater empathy, better strategies, and a renewed sense of possibility.

Science is showing us the threads that connect attention and learning difficulties, and it’s up to us to weave those threads into interventions that empower and uplift.

Because when families understand the "why," they’re one step closer to finding the "how."

Be Well, Stay Kind, and Godspeed.

REFERENCES:

Ciulkinyte, A., Mountford, H. S., Fontanillas, P., 23andMe Research Team, Bates, T. C., Martin, N. G., Fisher, S. E., & Luciano, M. (2023). Genetic neurodevelopmental clustering and dyslexia. Molecular Psychiatry. https://doi.org/10.xxxx

Yehuda, R., & Lehrner, A. (2018). Intergenerational transmission of trauma effects: Putative role of epigenetic mechanisms. World Psychiatry, 17(3), 243-257.

Bowen, M. (1978). Family therapy in clinical practice. New York: Jason Aronson.