Core Insights - The article discusses the hidden struggles of "high-functioning survivors" who mask their psychological trauma behind everyday behaviors and habits [1][38] - It emphasizes the importance of recognizing these internal struggles and seeking healing rather than dismissing them as mere quirks or personality traits [45][46] Group 1 - Many individuals experience internal "ghosts" that represent unrecognized psychological trauma, often leading to behaviors that appear as quirks or laziness [3][4][38] - The narrative highlights personal experiences of feeling overwhelmed and the realization that these feelings stem from deeper issues such as execution function disorders and anxiety [8][21][39] - The article calls for a shift in perspective, urging society to acknowledge these struggles and to seek help rather than suffer in silence [45][46] Group 2 - The text illustrates various examples of individuals who appear to function normally but are internally battling significant psychological challenges, such as panic disorders and anxiety [12][28][43] - It points out that many people are mislabelled as "lazy" or "overly sensitive" when they are actually coping with serious mental health issues [38][40] - The conclusion stresses the need for open discussions about mental health and encourages individuals to seek support and share their experiences [45][46]

Core Points - The article discusses the challenges faced by university students with ADHD, highlighting their struggles with procrastination, attention deficits, and the impact of these issues on their academic performance and mental health [3][9][10]. Group 1: ADHD in University Students - ADHD is increasingly recognized as a significant issue among university students, with detection rates reported at 7.2% and 8.1% in two studies conducted in China [9]. - Students with ADHD often experience co-occurring mental health issues such as depression, anxiety, and sleep disorders, which exacerbate their academic challenges [9][10]. - The transition to university life, characterized by reduced supervision and increased independence, can lead to a deterioration in the academic performance of students with ADHD [17][30]. Group 2: Personal Experiences - The article features personal narratives of students like "土豆" and "豆豉鲮鱼," who illustrate the daily struggles of managing ADHD symptoms in a high-pressure academic environment [5][41]. - These students often feel misunderstood by peers and family, leading to feelings of isolation and self-doubt [10][32][40]. - The lack of external structure in university life can result in significant procrastination and emotional distress, as seen in the experiences shared by the students [36][40][60]. Group 3: Societal Perceptions and Misunderstandings - There is a prevalent societal misconception that equates ADHD with laziness or lack of willpower, which further complicates the experiences of those affected [133][140]. - Many individuals with ADHD face skepticism from friends and family regarding their diagnosis, leading to a lack of support [87][140]. - The stigma surrounding ADHD can prevent individuals from seeking help or disclosing their condition, as they fear being judged or misunderstood [136][145]. Group 4: Coping Mechanisms and Support - The article emphasizes the importance of understanding and support from family and peers in helping ADHD individuals navigate their challenges [126][128]. - Some students have found solace in online communities and resources that provide information and a sense of belonging [129][132]. - The journey towards self-acceptance and finding suitable coping strategies is highlighted as a crucial aspect of managing ADHD in a university setting [168][171].