ABSTRACT The present study explores the dominant storylines of 10 young adults’ descriptions of growing up with attention-deficit hyperactivity disorder (ADHD). The aim of this study was to gain a deeper understanding of the processes that generate, maintain and transform certain positions and conditions. The findings suggested that limited positions, particularly those arising from experiences of positions such as ‘not as expected’ and ‘not good enough’, are uniquely formed and upheld, with schools standing out as a key environment where these positions are notably evident. However, findings argues that these positions do not inherently possess stability. By gaining insights, employing improved strategies, and becoming more familiar with alternative perspectives – some of which may be hidden from the individual – these positions can undergo transformation into positions that appear more suitable for mental wellbeing. We argue that exploring individuals` storylines might give insight into the forces that can support practice to increase the possibility of joint efforts around the individual and equip itself to engage with the complex movements in the salient transition from childhood into young adulthood.