Aging With Autism and ADHD: A Life-Course Framework

As autism and ADHD cohorts reach later life in growing numbers, population aging frameworks face a critical challenge: conventional models assume aging occurs independently of lifelong neurodevelopmental disability. This review synthesizes findings from autism research, life-course theory, and aging studies to examine how lifelong neurodevelopmental differences interact with age-related health and system demands. By integrating evidence on physical health, mental health, service access, and regulatory demands, the review identifies mechanisms through which aging-related challenges emerge in autistic and ADHD populations and highlights implications for clinical care and support planning. We show that later-life outcomes reflect interaction effects between stable neurodevelopmental profiles, universal biological aging, and cumulative institutional exposure, rather than diagnosis timing or progressive trait change. Functional changes often attributed to decline instead reflect reduced recovery capacity under increasing health complexity and system demands. This reframing has direct implications for population planning, healthcare design, and service integration, particularly for high-support individuals who encounter aging-disability interactions earliest. The review concludes by identifying critical research gaps and system stress points requiring anticipatory policy as neurodevelopmentally diverse populations age.