# Loneliness from the Perspective of Young People with Autism and/or ADHD: A Thematic Analysis of Adolescents’ Experiences and Understanding

## TL;DR

This study explores how autistic and ADHD adolescents experience loneliness, finding that friendships offer more than just emotional support and that their understanding of loneliness differs from neurotypical peers.

## Contribution

The study provides a novel thematic analysis of loneliness from the perspective of autistic and ADHD adolescents, highlighting unique insights into their social experiences.

## Key findings

- Adolescents with autism and/or ADHD may not self-identify as lonely despite facing peer relationship challenges.
- Friendships offer functional support beyond emotional connection for these youth.
- Themes of loneliness in autistic and ADHD youth are similar to non-diagnosed peers but with distinct nuances.

## Abstract

What are the main findings?
•Adolescents with autism and/or ADHD experience a complex relationship with loneliness and peer interactions and may not self-identify as lonely despite evident challenges in peer relationships.•While the developed themes were similar to those of non-diagnosed youth, friendships provided significant functional support beyond emotional connection for autistic and ADHD youth.

Adolescents with autism and/or ADHD experience a complex relationship with loneliness and peer interactions and may not self-identify as lonely despite evident challenges in peer relationships.

While the developed themes were similar to those of non-diagnosed youth, friendships provided significant functional support beyond emotional connection for autistic and ADHD youth.

What is the implication of the main finding?
•Autistic and ADHD adolescents’ nuanced relationship with loneliness highlights the need for greater sensitivity in how loneliness is conceptualized and assessed in neurodiverse youth.•Strategies for intervention should prioritize the development of trusted friendships, peer inclusion, and social competence, as these are important for autistic and ADHD youth in navigating loneliness.

Autistic and ADHD adolescents’ nuanced relationship with loneliness highlights the need for greater sensitivity in how loneliness is conceptualized and assessed in neurodiverse youth.

Strategies for intervention should prioritize the development of trusted friendships, peer inclusion, and social competence, as these are important for autistic and ADHD youth in navigating loneliness.

Background/Objectives: Loneliness is a common experience in adolescence, typically centered around difficulties in relationships with same-age peers and friends. It is often assumed that those diagnosed with autism and/or Attention-Deficit/Hyperactivity Disorder (ADHD) are at greater risk of loneliness than their non-diagnosed peers due to documented difficulties in making and maintaining friendships. Although quantitative research on loneliness and autism exists, there remains a notable gap in studies that explore the lived experiences of loneliness from the perspective of adolescents diagnosed with autism and ADHD, particularly in relation to their peers/or peers’ experiences. Method: To address this gap in the literature, 10 focus groups were conducted with adolescents diagnosed with autism and/or ADHD to discuss their experiences of loneliness. Results: Overall, young people with autism and ADHD did not consider loneliness to be a greater issue for them compared to their neurotypical peers. Six themes with five subthemes were developed through thematic analysis of the interview data: “not feeling like you belong when socializing”, “being alone can be a good thing but not when it’s not your choice”, “social media can be a good thing, but it’s not as good as in real life”, “not having anyone you can rely on to support you through tough times”, “school support can bring young people together”, and “sometimes it’s good to be distracted from negative thinking”. Conclusions: Although these themes are comparable to those emerging from research with non-autistic and non-ADHD youth, the importance of quality relationships with friends who provided support with daily functioning was viewed differently.