Experiences of students diagnosed with ADHD who are segregated or excluded in school: a systematic review

Women with attention deficit hyperactivity disorder (ADHD) are often misunderstood which is reinforced by deficit-focused research and gendered societal expectations that overlook neurodivergent women. Grounded in the neurodiversity approach, this work views ADHD as a cognitive difference, not deficit. Authors recognise the importance of sharing and understanding these differences as they can harness achievements, empowerment, self-advocacy skills and identity acceptance. This study invited 11 women with ADHD, to share their voices to contribute to a holistic understanding of ADHD in women with particular focus on how differences can facilitate rewarding and positive experiences. Reflexive thematic analysis identified four themes: (1) Social and communication differences can facilitate positive relationships in women with ADHD; (2) Rewarding experiences in women with ADHD are driven by differences, not deficits; (3) ADHD diagnoses in women can be ‘massive’ for identity sense-making and (4) Gendered challenges create barriers to support for women with ADHD (subtheme: Language can reinforce harmful and stigmatised views of ADHD in women). This work will facilitate improved outcomes for women with ADHD by sharing their differences, and how society can adapt to harness these differences through more gender-sensitive approaches. Lay abstract Women with attention deficit hyperactivity disorder (ADHD) experience challenges that are different to men with ADHD. There is little research around women with ADHD and the research that does exist usually focuses on their deficits, not their differences or how their differences can facilitate positive experiences. It is important that this changes, because we know this can be beneficial for women with ADHD. Benefits include improved self-esteem, reduced stigma and improved support and understanding women with ADHD. Therefore, this study interviews 11 women with ADHD about their experiences, with a focus on how differences can facilitate rewarding and positive experiences. Participants shared how their ADHD-related differences can help them to gain positive life experiences through pursuing hobbies, developing meaningful relationships and making rewarding decisions around their studies and occupations. Participants also shared challenges they had with gaining their ADHD diagnosis, and others misunderstanding their ADHD which was often reflected through use of negative language by others. By including the lived experience voices in this work, we can improve understanding of the differences experienced by women with ADHD and share how society can adapt to support women with ADHD.

Attention Deficit Hyperactivity Disorder (ADHD) is a neuro-behavioural condition associated with limitations and deficits. Previous literature has largely focused on the lived experiences of males with ADHD. Despite a recent increase in studies on females with ADHD, there is a lack of empirical research on school experiences. This study aimed to address this gap in the literature by examining the perceived effect of ADHD on the school experiences of women. 13 women aged between 18–35 with a medical diagnosis of ADHD answered a series of questions in qualitative semi-structured interviews. Three were diagnosed during school and ten were diagnosed after school. The data was analysed using structured inductive thematic analysis. Four themes emerged, with sub-themes as follows: (1) Personal impact; the impact ADHD had on self-identity in school pre- and post-diagnosis. (2) Attitudes and opinions of others; how parents, teachers and societal attitudes on gender affected diagnoses and school experiences. (3) Friendships and relationships; how ADHD affected personality and socialising in school, and (4) ADHD and academia; the academic struggles participants faced whether diagnosed in school or not. The results suggest that ADHD contributed to negative school experiences for all participants. While the perception was that gender and attitudes towards ADHD in females often delayed diagnoses and that early diagnosis would have improved self-identity and school experience, results suggest even with early diagnosis, it is important that teachers are educated about the symptoms and deficits affecting females with ADHD and that schools provide resources to support female students with ADHD to ensure the best school experience.

Attention Deficit/Hyperactivity Disorders

Background The use of medication for attention deficit hyperactivity disorder (ADHD) differs globally, depending on ethnic group. Stimulant prescriptions for ADHD among Israeli Jewish children are four times higher than among Arab children. Ethnical differences may affect parents' perceptions and attitudes towards diagnosing and treating ADHD. This qualitative study aimed to identify mothers and teachers' attitudes regarding ADHD and what affects mothers' decisions on whether to medicate their child diagnosed with ADHD. Methods In-depth interviews were conducted with 23 Arab and Jewish mothers of children diagnosed with ADHD and 12 elementary school teachers. Data were analyzed using thematic analysis. Results Four themes were revealed, describing different perceptions of ADHD in the two ethnic groups: (1) medicalization of ADHD; (2) between guilt and sympathy: Mothers' feelings towards ADHD; (3) social pressure and social norms; (4) stigmatization. Jewish mothers and teachers tended to perceive ADHD as a medical problem, whereas Arab mothers and teachers perceived it more as a childhood social behavior. Arab mothers reported guilt feelings relating to ADHD, whereas Jewish mothers felt sympathy towards their child. The social environment influenced Arab mothers more than Jewish mothers. Stigmatization was reported only by Arab mothers. Conclusions Ethnic differences in ADHD perception may explain the differences in diagnosis and treatment. Educators and school psychologists should consider cultural factors when advising parents and planning educational programs for children with ADHD. Key messages • Social and cultural factors are vital for understanding trends in ADHD diagnosis and treatment because cultural beliefs play a key role in determining parents’ perceptions and attitudes. • School managers, school psychologists, counseling staff and teachers should be aware of cultural factors when advising parents and planning educational programs for children with ADHD.

This study aimed to examine the experiences of late-diagnosed Indian women with Attention Deficit Hyperactivity Disorder (ADHD), focusing on gender-specific challenges. Six women, aged 25 to 33, participated in semi-structured, in-depth interviews, which were analyzed using thematic analysis. The participants’ experiences were conceptualized and thematically organized into three main themes: Theme 1: Not Wrong but Different–The Importance of Diagnosis, Theme 2: Negotiating with Normal–ADHD in Women's Daily Lives, and Theme 3: Embracing Authenticity–Aligned with, Not Against, the Self. The findings reveal how intersectional stigma shapes the struggle of Indian women with ADHD to meet societal expectations of neurotypicality and gender norms. Cultural expectations surrounding femininity heighten the pressure to mask ADHD traits, contributing to emotional exhaustion, anxiety, and burnout. The diagnosis offered a sense of validation and a path to self-acceptance, challenging long-held feelings of inferiority. By centring the intersectional experiences of Indian women, this study highlights an urgent need to understand ADHD not merely as a biomedical condition, but as a lived experience deeply shaped by societal and cultural norms. Lay Abstract This study aimed to examine the experiences of late-diagnosed Indian women with Attention Deficit Hyperactivity Disorder (ADHD), focusing on gender-specific challenges. Six women, aged 25 to 33, participated in semi-structured, in-depth interviews, which were analyzed using thematic analysis. The participants' experiences were conceptualized and thematically organized into three main themes: Theme 1: Not Wrong but Different — The Importance of Diagnosis, Theme 2: Negotiating with Normal — ADHD in Women's Daily Lives, and Theme 3: Embracing Authenticity — Aligned with, Not Against, the Self. The findings reveal how intersectional stigma shapes the struggle of Indian women with ADHD to meet societal expectations of neurotypicality and gender norms. Cultural expectations surrounding femininity heighten the pressure to mask ADHD traits, contributing to emotional exhaustion, anxiety, and burnout. The diagnosis offered a sense of validation and a path to self-acceptance, challenging long-held feelings of inferiority. By centring the intersectional experiences of Indian women, this study highlights an urgent need to understand ADHD not merely as a biomedical condition, but as a lived experience deeply shaped by societal and cultural norms.

Youth with attention deficit / hyperactivity disorder (ADHD) are at increased independent risk for bullying involvement or depression yet the topic of bullying involvement and depression in ADHD is poorly understood and largely considered without a guiding theoretical framework. The primary aim of this review was to synthesize the bullying: depression in ADHD literature using existing bullying and ADHD: depression frameworks and consider the current state of evidence supporting or contradicting these models. Secondary aims included reviewing the limitations of the existing research and providing recommendations for future research. Electronic databases were used to select articles published on this topic. Quantitative, peer reviewed empirical studies conducted on youth with ADHD who were assessed for bullying involvement and depressive symptoms were included. Thirteen studies met strict inclusion criteria. Uniformly, the existing studies reported positive associations between ADHD symptoms/diagnoses, bullying involvement and depressive symptoms. ADHD served as a diathesis for bullying involvement which in turn acted as a moderator of the relation between ADHD symptoms and depressive symptoms (i.e., depression emerges in youth with ADHD if and when they get involved in bullying). Some support, although less voluminous, also existed for bullying involvement as a mediator, or explaining factor, in the link between ADHD and depressive symptoms. Positive associations were reported consistently between bullying involvement and depressive symptoms in youth with ADHD. Findings also suggest that bullying involvement may serve as both a moderator (where bullying increases risk of depression in youth with ADHD) and as a potential mediator of the relationship between ADHD and depression (where bullying is one mechanism whereby ADHD may lead to depression). However, additional longitudinal research is needed to test the temporal associations implied by mediational models, or intervention research aimed at reducing bullying involvements leads to decreased risk of depression in youth with ADHD.

Introduction: Attention Deficit Hyperactive Disorder (ADHD) has been described by the American Psychiatric Association (APA, 1994) as age-inappropriate inattention, impulsivity, and hyperactivity. Children with attention deficit hyperactive disorder comprise a heterogeneous population with considerable variation across children to the extent in which they demonstrate all symptoms. Attention deficit hyperactive disorder is currently understood largely through a medical perspective, and in that context, the treatment recommended is stimulant medication. Supporting research has found that attention deficit hyperactive disorder is one of the most widely diagnosed disorders of childhood. With this in mind, educators have the responsibility to help each student to be successful in schoolAims: To know the knowledge level of primary school teachers about (ADHD), To find is there a relationship between the knowledge levels of primary school teachers about ADHD and their socio-demographic characteristics, To find there a relationship between the knowledge level of primary school teachers and their experiences about (ADHD).Objective:1. To assess the knowledge of government primary school teachers on attention deficit hyperactivity disorder in selected government primary school of Nadiad city.2. To find out the association between selected demographic variables and knowledge on attention deficit hyperactivity disorder associated between government primary school teachers in selected government primary school of Nadiad city.Methodology: Research design and setting non experimental cross sectional research design was used Setting is the physical location and condition in which data collection takes palace in a study. The study was conducted in the selected government primary schools in Nadiad city.
 Prior to data collection written setting permission obtain from District Educational Officer Kheda district and principals of varies selected government primary school at Nadiad city. The sample size considered of 50 teachers in selected government primary schools in Nadiad city.The tool consists of followingSection A:The demographic variable in that age, gender, diet, monthly family income, educational status, teaching experience, experience in special school ,experience certificate of teaching awareness or information regarding the attention deficit hyperactivity disorder of selected government primary school teachers of Nadiad city..Section B: The structure knowledge questionnaire was used in this study.Statistical Analysis used Inferential and Descriptive statistics applied where, data were analyzed by using SPSS software, and Frequency, percentage, tables etc. were used to represent the statistical data in the tables and graph and figure. Chi-square test was used to assess the significant association between the demographic and level of knowledge of government primary school teachers regarding attention deficit hyper activity disorder in selected government primary school of Nadiad city.Result: Age group 24(48%) were came from 40-49 years. According to the gender the female 37(74%). The eating pattern shows that 29(58%) are vegetarian. Monthly family income in rupees is 23(46%) had Rs.50,000-1,00,000. Educational status of the research group explore that 31(62%) had done PTC. Teaching experience shows that 19(38%) are from 21-30 years. As per the experience in special school in which 32(64%) has no any special school experience. An experience of teaching in which 34(68%) has no any certificate of teaching experience.Conclusion: The current study aim to assess the knowledge regarding attention deficit hyper activity disorder among government primary school teachers. There were total 50 government primary school teachers has been selected for the study at selected government primary school Nadiad city. To assess the knowledge regarding attention deficit hyper activity disorder researcher has prepared 25 knowledge questionnaires. The study results shows that (4%) school teachers had good knowledge regarding attention deficit hyper activity disorder, majority of school teachers (80%) had average knowledge and only (16%) had poor knowledge. There is no significant association found between knowledge and selected demographic variables of government primary school teachers. Similar study can be conduct among more samples.

Background. Play, which is fundamental to children’s lives, can be utilised to enrich their daily experience. However, the available knowledge regarding the impact of play on children with attention deficit hyperactivity disorder (ADHD) is limited. Therefore, this study is aimed at investigating mothers’ perspectives on their children with ADHD in Kuwait regarding their play preferences, the impact of play on ADHD behaviours, and the strategies used to regulate their children’s ADHD symptoms. Methods. Eight mothers of children aged five to ten years old with ADHD were recruited via purposive sampling. Their perspectives were qualitatively explored through one-week diaries of their children’s routines followed by semistructured interviews. The data were analysed using thematic analysis. Results. Four themes emerged: (1) play characteristics for children with ADHD, (2) play preferences, (3) play settings and their impact on ADHD symptoms, and (4) mothers’ values, understanding, and influence on play. Children were found to spend most of their playtime in indoor settings, largely playing video games. The mothers acknowledged the positive influence on their children of outdoor play and the deleterious effect of video games. However, they undervalued the contribution of play to their children’s development. Their strategies for regulating the types of play that diminish their children’s ADHD behaviours were less well understood. The weather and mothers’ other responsibilities were the main barriers. Conclusions. Understanding the play of children with ADHD revealed the requirement for more opportunities for different types of play, with more consideration of those that positively manage ADHD behaviours.

The use of medication for attention deficit hyperactivity disorder (ADHD) differs globally. Stimulant prescriptions for ADHD among Israeli Jewish children are four times higher than among Arab children. This qualitative study aimed to identify mothers and teachers’ attitudes regarding ADHD and what affects mothers’ decisions on whether to medicate their child diagnosed with ADHD. In-depth interviews were conducted with 23 Arab and Jewish mothers of children diagnosed with ADHD and 12 elementary school teachers. Data were analyzed using thematic analysis. Four themes were revealed, describing different perceptions of ADHD in the two ethnic groups: (1) medicalization of ADHD; (2) between guilt and sympathy: Mothers’ feelings toward ADHD; (3) social pressure and social norms; (4) stigmatization: Jewish mothers and teachers tended to perceive ADHD as a medical problem, whereas Arab mothers and teachers perceived it more as a childhood social behavior. Arab mothers reported guilt feelings relating to ADHD, whereas Jewish mothers felt sympathy toward their child. The social environment influenced Arab mothers more than Jewish mothers. Stigmatization was reported only by Arab mothers. Ethnic differences in ADHD perception may explain the differences in diagnosis and treatment. Educators and school psychologists should consider cultural factors when advising parents and planning educational programs for children with ADHD.

ObjectivesTo identify and explore positive aspects of attention deficit hyperactivity disorder (ADHD) as reported by adults with the diagnosis.DesignThe current study used a qualitative survey design including the written responses...

Twenty mother-child dyads including a child with Attention Deficit Hyperactivity Disorder (ADHD) and 20 mother-child dyads containing a child without ADHD recorded a conversation about the children's school experiences. Mothers' ratings of their children's school-related performance were also assessed. Mothers of children with ADHD rated their children's behavioral conduct lower than did other mothers, and dyads including children with ADHD discussed behavioral conduct more and academics and interpersonal relationships less than did the other group of dyads. For ADHD dyads, less elaboration about children's interpersonal relationships was related to lower maternal ratings about children's school-related performance. The results are discussed in relation to potentially poorer developmental outcomes for many children with ADHD.

The objective of the study was to aid an understanding of women’s experiences of living with attention deficit hyperactivity disorder (ADHD), with special consideration of the role of stigma and gender-specific issues. Semistructured in-depth interviews were conducted with five women aged 32 to 50 years, all diagnosed with ADHD as adults. The interviews were analyzed in accordance with thematic analysis. The data analyses were centered around five core themes: (a) from unidentified childhood ADHD to adult diagnosis, (b) present main symptoms and challenges, (c) conflict between ADHD symptoms and gender norms and expectations, (d) stigma of ADHD: “People think it’s a fake disease,” and (e) managing ADHD symptoms and identifying strengths. Despite their difficulties, all participants are highly educated and employed, and differ from common portrayals of individuals with ADHD as observably hyperactive, disruptive, or globally impaired. The participants are reluctant about disclosure of their diagnosis, due to fear of negative judgment and lack of understanding from others. The findings highlight the importance of recognizing and targeting ADHD as a serious disorder that yields continuing, and even increasing, impairment in multiple areas into adulthood. Gender-specific issues of ADHD need to be examined further, particularly challenges associated with motherhood. Stigma and the conflict between ADHD symptoms and gender norms complicate women’s experiences of living with ADHD, and should be essential areas of focus in research, educational settings, and the media.

Methylphenidate transdermal systems are a generally safe and effective treatment option for individuals with attention deficit hyperactivity disorder (ADHD). A 9-year-old boy with a history of autism spectrum disorder, insomnia, ADHD combined type, and historical global developmental delays with high suspicion for intellectual disability presented to a developmental and behavioral pediatrics clinic for medication management related to his diagnosis of ADHD. Other pertinent medical history includes a history of pica, a branchial cleft cyst that has since been removed, intermittent constipation and early childhood trauma, resulting in permanent placement with his maternal grandparents. His birth history is notable for a presumed history of in utero exposure to marijuana. He has a family history of substance use disorder, depression, autism and ADHD. A chromosomal microarray and testing for Fragile X were completed in the past and unremarkable. Shortly after a first-time application of a starting dose methylphenidate transdermal system, he was noted to demonstrate involuntary lip puckering, tongue thrusting, and repetitive jaw opening and closing. Upon immediate discontinuation of the patch, the dyskinesia subsided with no persistent remaining symptoms. To inform medication management for ADHD in children with comorbidities, it is valuable to define specific risk factors for adverse effects and intolerability of medication. Identifying if patient age, weight, comorbidities, previous antipsychotic or stimulant use, and concurrent medication use are demonstrable risk factors for dyskinesia can help practitioners develop a more individualized medication treatment plan for children with ADHD.

If having one child with Attention Deficit Hyperactivity Disorder (ADHD) contributes to family stress and dysfunction, then what happens when more than one family member has ADHD? This paper explores this question by drawing on findings from a multi-case study that explored the voices of stakeholders (child and parent/carer) affected by ADHD in Ireland. There were eight case studies (families) included. Each case had one parent/carer with ADHD and a child with ADHD. Eight children (aged 7–17 years; Mean = 12.6; S.D. = 3.4) and ten parents (2 males) participated. Four parentw/carers reported a diagnosis of ADHD themselves (2 females) and 6 mothers participated who had a spouse with ADHD. Triangulation was achieved using multiple interviews (parent/carers and child), a demographic survey, and creative methods with the children to contribute to a highly contextualised understanding of stakeholders’ experiences. Research findings demonstrated that there may be positive and negative consequences when both parent and child have ADHD. On the one hand, it may contribute to greater dysfunction, when parents with ADHD struggle to stick to routines and remain calm and organised. On the other hand, children with ADHD may feel a sense of belonging and less different, parents believe they have greater understanding, and shared interactional preferences may have benefits. Findings will be discussed in terms of their implications for practice with families and future research.

Attention deficit hyperactivity disorder is a complex but common neurodevelopmental condition characterized by symptoms of inattention, hyperactivity, and impulsivity associated with a significant level of academic, social, and functional impairment. Problems around sleep frequently co-occur with attention deficit hyperactivity disorder and are thought to affect 50% to 80% of children and adults with the condition. Sleep issues typically include trouble falling asleep, bedtime resistance, night-time waking, and early rising. The impact of these problems on families and parents is profound but poorly researched. Semistructured interviews took place with 12 mothers of children with attention deficit hyperactivity disorder who struggle with sleep. Participants were asked about sleeping patterns and issues, methods used to improve sleep, the impact on parents' sleep and wider family life, and involvement with clinical services and support groups. Data were analyzed using thematic analysis. Three themes were identified in the data: a constant battleground; the cumulative effect of lack of sleep: impact on functioning and the wider family; a mixed bag of strategies: the tried, tested, and needed. Long-term sleep issues and challenging behavior at bedtime had substantial negative effects on families. Parents experiencing sleep deprivation experienced functional impairments to daily life and well-being and strain on relationships with children and spouses. Findings revealed parents were consistently and profoundly impacted by their children's sleep problems. Parents sought strategies and support in many different ways but were often unsuccessful. French B, Quain E, Kilgariff J, Lockwood J, Daley D. The impact of sleep difficulties in children with attention deficit hyperactivity disorder on the family: a thematic analysis. J Clin Sleep Med. 2023;19(10):1735-1741.