A new study has revealed that young adults exhibiting symptoms of attention-deficit/hyperactivity disorder (ADHD) display distinct music listening habits, preferring stimulating background music to aid their concentration and emotional regulation during both intellectually demanding and everyday tasks. This discovery sheds fresh light on how music may serve as a personalized self-management strategy for those navigating the attentional and emotional challenges associated with ADHD (PsyPost).
Attention-deficit/hyperactivity disorder is a neurodevelopmental condition typically emerging in childhood and frequently persisting into adulthood. In Thailand, like in many countries, the disorder is often underdiagnosed or misunderstood, sometimes attributed to cultural perceptions of personality or behavior. This latest research, published in Frontiers in Psychology by a team from the University of Montreal, demonstrates how young adults with ADHD symptoms distinctly use music, differentiating themselves from their neurotypical counterparts.
The study surveyed 434 participants, aged 17 to 30, and sorted them into groups based on ADHD symptoms identified through standardized screening. Results showed that while most young adults listen to music in the background during tasks ranging from studying to household chores, those screening positive for ADHD reported significantly more frequent background music use. They often selected stimulating music—a category including genres or tracks with energetic rhythm, strong beats, or lively melodies—across both intensive activities like reading or problem-solving and light tasks, such as cleaning or exercising.
As shared by the study’s lead authors, “We were interested in how young adults with and without ADHD use background music during daily activities, especially those requiring more cognitive effort, since prior lab studies rarely examine real-world listening habits… It was interesting to see that these self-regulatory uses of music are already present in everyday life.” The research responds to real concerns from families and educators who wonder if allowing students with attention difficulties to study with music is beneficial.
Findings indicate a stark contrast: while those with ADHD symptoms gravitate toward stimulating music regardless of the activity’s challenge level, neurotypical participants preferred relaxing or predictable music during complex tasks, reserving more exciting playlists for leisure or light work. This division aligns with the Moderate Brain Arousal model in psychology, which theorizes that people with ADHD may naturally have lower baseline brain arousal and employ stimulating activities—like certain types of music—to reach an optimal focus state.
By activating the brain’s reward pathways and prompting dopamine release, stimulating music may help teens and young adults push back against mind-wandering or distractions, improving performance during tasks that demand attention. In contrast, neurotypical peers may be more sensitive to overstimulation and thus opt for calming music when concentrating.
The impact of this discovery is particularly relevant in Thailand, where cultural traditions might historically favor silence or soft, ambient sounds in study environments. Thai students with ADHD may find themselves at odds with school policies or parental expectations that ban music during homework or revision sessions. Awareness of these new research findings can encourage more open-minded, tailored strategies—potentially improving academic outcomes and student well-being.
Participants in the study also reported on how they perceived music’s impact on their emotions and cognition. Interestingly, both ADHD and neurotypical groups said that music helped them concentrate better and elevated their mood during cognitive tasks. The frequency and nature of music listening appeared more important than perceived benefits, with ADHD-symptom participants using music as a tool for managing attention and emotional states. These results remained significant after accounting for variables such as musical training or emotional distress, pointing to a pattern rooted in attentional regulation rather than simply coping with negative feelings.
The researchers noted potential limitations, such as self-reported data that could be biased or affected by a desire to give “right” answers. Furthermore, ADHD status was determined through a screening tool rather than formal clinical diagnosis, which means that individuals with milder or subclinical symptoms were likely included in the sample.
Despite these caveats, the study’s findings reinforce the everyday intuition felt by many Thai families: music is not merely entertainment, but a vital tool for self-regulation. In Thai culture, where music is deeply embedded through luk thung (folk), mor lam (traditional), and contemporary pop styles, the research provides a valuable lens for parents, teachers, and policymakers interested in supporting neurodiverse learners.
A growing chorus of international and local experts agrees that personalized educational support and mental health accommodations should recognize individual differences in sensory and cognitive needs. As one clinical neuropsychologist associated with the study summarized, “Understanding these everyday habits could help guide more individualized and practical approaches to supporting mental health and focus, especially in people with ADHD symptoms.”
These insights may help address pressing challenges in Thailand’s competitive academic system. High-stakes exams and overloaded study schedules can amplify stress for young people with attention difficulties. Recognizing that certain students might genuinely benefit from background music could inspire adjustments in classroom or library policies, while providing opportunities for Thai research to investigate specific local genres that best support attention and motivation.
The University of Montreal team is already extending this work by surveying a younger group (ages 12 to 17) to better understand music listening during daily activities. Their next step is to hone in on features such as tempo, lyrics, and familiarity to determine which characteristics of music best influence attention and emotional balance in real time.
For Thailand, these findings offer practical recommendations:
- Parents and educators should consider allowing students with attentional challenges to experiment with background music during study or revision sessions, tailoring the style and volume to individual needs.
- Students can track their own focus and mood while trying different types of music, using digital playlists or streaming services that allow for quick customization.
- Health professionals, such as school counselors or psychologists, might explore the potential of music-based interventions as part of ADHD management strategies, alongside evidence-based therapies or medications.
- Thai education authorities could encourage further research into traditional music forms and their effects on cognition, ensuring cultural relevance in any new support programs.
- Policymakers should remain open to individualized learning accommodations, recognizing that there is no “one-size-fits-all” approach to supporting attentional diversity.
Above all, this research reminds Thai society that supporting neurodiversity means listening to young people’s voices and adapting practices to what works in the real world—not just in the classroom or clinical setting. The increasing availability of smartphones and streaming platforms in Thailand makes it easier than ever for students to access music that can help them thrive both academically and emotionally.
Individuals interested in contributing to ongoing research can participate in the University of Montreal’s youth survey, available online (English version). More studies, especially those engaging the Thai context, could unlock further insights on how music can empower young adults with ADHD to reach their full potential.
References:
- PsyPost coverage of the study
- Original study in Frontiers in Psychology (publication details available in the article)