A question I hear often from parents and other healthcare professionals is:
“If the child has ADHD and doesn’t listen, is it really Auditory Processing Disorder (APD), or is it simply attention?”
It is a reasonable question, because in day-to-day life the behaviours can look very similar. A child may miss instructions, seem “tuned out”, struggle in noise, forget what was said, or appear easily overwhelmed in busy environments. Teachers may report that the child “doesn’t follow directions”, “needs things repeated”, or “works better one-on-one”.

APD and ADHD can look similar—but they are not the same thing
Research suggests that auditory processing difficulties and sustained attention difficulties can co-occur, but they are generally separate and largely independent challenges. In other words, some people have ADHD without APD, some have APD without ADHD, and some have both.
A helpful way to think about it is:
• ADHD is primarily about regulating attention and behaviour (e.g., staying focused, inhibiting impulses, sustaining effort).
• APD is primarily about how the brain processes sound, especially speech—particularly in challenging listening conditions (e.g., background noise, fast speakers, multiple talkers, poor acoustics).
Both can lead to “not listening”, but the underlying reasons differ—and that matters for choosing the right supports.

Clues that may point more towards APD
While only an assessment can clarify the picture, parents often notice patterns such as:
• Listening is much harder in background noise (classrooms, parties, open-plan spaces).
• The child hears sounds, but mishears words or asks “What?” frequently.
• They cope better with visual information (written steps, pictures, demonstrations).
• They become tired, frustrated, or emotional after sustained listening (often called listening fatigue).
• They do better when speech is clear, slowed slightly, and close-by, or when the room is quieter.

Clues that may point more towards ADHD-related attention
Again, not a diagnosis—but common patterns include:
• Difficulty staying on task across many settings, even when the room is quiet.
• Challenges with organisation, planning, and impulse control.
• The child may start listening but “drift off” even when they can hear clearly
• Performance may vary strongly with interest, novelty, or motivation.

If it’s “both”, what helps?
When ADHD and APD overlap, the most effective approach is usually multi-pronged:
• Reduce listening load: preferential seating, quieter learning space, clear routines.
• Support speech-in-noise: consider remote microphone technology where appropriate.
• Use visual scaffolding: written instructions, checklists, visual schedules.
• Teach “repair strategies”: how to ask for repeats, clarification, and key words.
• Build skills and confidence: targeted auditory training may be recommended for some individuals, alongside ADHD supports.

What to do next
If you suspect you or your child has APD, it is worth discussing with your GP and an audiologist who provides APD services. A thorough case history plus appropriate testing can clarify whether listening challenges are primarily attention-based, auditory-based, or both—so your child (or you) can get the right help.