ADHD is widely misunderstood as predominantly affecting males, leaving many girls and women struggling invisibly without the crucial support they need.
Despite increasing awareness, females continue to experience delayed diagnosis compared to males.
Below are some of the reasons why girls and women may miss a diagnosis of ADHD:
ADHD is seen as a ‘male disorder’
There are likely many girls and women who are not diagnosed because their signs of ADHD are being missed or are not as explicit as those displayed by boys and men.
The hyperactive, impulsive, and disruptive behaviors often displayed by boys with ADHD reinforces the myth that it is a disorder that affects young boys.
Harry has trouble sitting still in class, often fidgeting with his hands and rocking back and forth on his chair. He often calls out answers in class without raising his hand and commonly has play fights with his friends in the playground. Harry's teacher puts in a referral for him to be assessed for ADHD. Chloe finds it hard to concentrate in class. She often daydreams, forgets to complete homework, and underperforms as a result. With her classmates, she has trouble taking turns and struggles to make close friends. Since Chloe is not as disruptive or as rowdy as Harry, she does not get referred for an ADHD assessment.
The discrepancy that males are diagnosed more than girls on a ratio of 3:1 highlights that many girls with ADHD are likely to remain unidentified and untreated rather than the idea that there are simply fewer girls with ADHD.
Research on ADHD
The diagnostic criteria and general understanding of ADHD today are mainly based on observations of how the disorder manifests in young boys.
It wasn’t until 1979 that girls and women were included in systematic research on ADHD. Before that, all research focused on boys and men.
“ADHD is stereotypically viewed as a disorder for boys and one that is indicated by hyperactivity/impulsivity, leading to a lack of diagnosis and representation in research of females with the disorder… In the past 40 years or so, most samples for studying ADHD have had few female participants.”
Rosenthal (2021).
This lack of research on girls and women means that rating scales are also based predominantly on male samples, which may disadvantage their generalizability to females.
Without sufficient research into girls and women with ADHD, our ideas on how ADHD should present itself will be based on how it manifests in males.
“We’re doing a better job than in the past, but we don’t know as much as we would like to about how ADHD impacts girls and women, especially into adulthood… research that explores long-term outcomes of ADHD in girls and women – especially work that investigates how and why the disorder contributes to difficulties across the life span – will improve treatment and help females who have ADHD.”
Rosenthal (2021).
Different presentation
From the research that exists on girls with ADHD, it is now understood that girls are more likely to present with inattentive rather than hyperactive signs, which are more common among boys (Hinshaw, 2021).
These symptoms may be less overt manifestations of ADHD despite still being impairing.
“While those symptoms may cause problems in their lives, they can be overlooked by clinicians. Also, girls and women may develop strategies to compensate for these challenges, making their struggles even more difficult for others to notice.”
Rosenthanl (2021).
Impulsive symptoms in girls with ADHD often present differently from those in boys, appearing as disruptions, spontaneous verbalizations, or sudden life changes.
Research has found that girls with ADHD predominately have the inattention type of the disorder, alongside associated internalizing problems, while boys with ADHD predominately have the hyperactive-impulsive type with associated externalizing problems (Hinshaw et al., 2021).
The combination of mostly inattentive signs, alongside fewer externalizing problems, means that these signs of these girls can be easily missed by teachers and parents or misunderstood as something else.
Societal expectations and beliefs
Societal expectations significantly contribute to the underdiagnosis of ADHD in females. Girls are often expected to behave in a socially acceptable manner—quiet, polite, and attentive.
Hyperactive or impulsive behaviors in girls may be mistaken for moodiness or relational aggression, masking their link to ADHD.
Relational aggression, such as gossiping, excluding peers, or emotional withdrawal, is more common among girls with ADHD than physical aggression.
Such behaviors are often overlooked or normalized as typical “girl drama,” minimizing the underlying emotional dysregulation linked to ADHD (Young et al., 2020).
Consequently, teachers and parents frequently underestimate the severity and implications of these behaviors, delaying necessary interventions.
Dana often gets into arguments with her friends at school. When she feels upset or frustrated with peers, Dana will give them the silent treatment, exclude them from activities, or spread rumors about them behind their backs. While these behaviors hurt Jenny's friends emotionally, teachers and parents view her actions as typical "mean girl" relational aggression. They assume it's just normal drama among middle school girls.
Misdiagnosis and coexisting conditions
Internalizing problems such as depression and anxiety are often more prominent in girls with ADHD.
Sometimes, these internalized problems can be more noticeable than the other ADHD signs, meaning that they can overshadow the presence of ADHD and delay a diagnosis (Hinshaw et al., 2021).
Moreover, not receiving an earlier diagnosis and missing out on appropriate support may make the internalized problems worse or lead to the development of a co-existing mental health condition, which can mean that ADHD is even less noticeable.
A lot of the time, girls and women do not seek help for their ADHD until they have developed comorbid conditions.
Often, girls and women who have undiagnosed ADHD get diagnosed as having another disorder, such as a mood disorder.
A study found that around 46% of women were misdiagnosed with another disorder before being diagnosed with ADHD (Center For ADHD Awareness Canada, 2021):
“I wasted over a decade being prescribed antidepressants and anti-anxiety medications that did nothing or made things worse. I haven’t been nearly as depressed since starting ADHD medication and I have only had occasional episodes of depression since then. Anxiety is also better with ADHD medication but it took me longer to get it fully under control because I had so many years of trauma from untreated ADHD.”
Masking
Girls and women with ADHD often employ “masking,” the practice of consciously suppressing or hiding symptoms to appear neurotypical and socially acceptable.
Masking strategies include behaviors such as intense focus on appearance, over-preparation for tasks, holding back from speaking impulsively, or finding socially acceptable excuses for forgetfulness and disorganization.
Masking arises from societal pressures to conform, leading girls to internalize their difficulties and portray themselves as competent and composed, despite underlying struggles.
These coping mechanisms can effectively conceal ADHD symptoms, reducing the likelihood that caregivers, educators, or clinicians will identify the disorder.
Unfortunately, continuous masking comes at a high psychological cost, exacerbating anxiety, exhaustion, and low self-esteem.
Consequences of a late diagnosis
A late ADHD diagnosis in girls and women can have severe consequences across their lifespan.
Undiagnosed ADHD increases the risk for a variety of mental health issues, including higher rates of depression, anxiety, and self-harm (Hinshaw et al., 2012).
Girls with undiagnosed ADHD are more likely to internalize their struggles, perceiving their difficulties as personality traits, leading to low self-esteem and self-blame (Ringer, 2019).
Other consequences include increased risk for unplanned pregnancy, postpartum depression, and social isolation (Hinshaw et al., 2021).
As ADHD expert Dr. Amanda Kirby explains, a late diagnosis means that “many of us are emerging now at different stages of our lives, and some are looking back and thinking how much easier could it have been if I had known…”
Catching ADHD earlier in girls would allow for proper treatment and support to improve outcomes across social, emotional, behavioral, and academic domains.
Importance of a Diagnosis
Women and girls with ADHD may receive an accurate diagnosis that addresses the signs and other important issues with functioning and impairment.
This can help determine appropriate treatment and strategies for managing ADHD. Receiving a diagnosis of ADHD may help girls and women avoid:
- Feeling ashamed and blaming themselves for something they have little control over.
- Feeling like they have failed in life.
- Seeking stimulation that can negatively affect them.
- Coping strategies that are unhelpful and do more harm than good.
A diagnosis of ADHD can help women and girls have clarity on their behaviors, both past and present, and can reduce feelings of guilt about their behavior.
Before the diagnosis, girls may have been attributed labels such as ‘chatterbox,’ ‘drama queen,’ or ‘tomboy’ due to their signs.
Having a diagnosis of ADHD can help free them from these labels, and other people may be more compassionate and accommodating as a result.
Below are some personal accounts of women who have received an ADHD diagnosis and how their diagnosis can leave mixed emotions:
‘I think just ultimately, I feel a lot more comfortable in my own skin.’
Jasmine
‘I think I had multiple reactions; in some ways, it felt like a relief, because at least it means that I’m not lazy or stupid. On the other hand, I felt like it was an excuse.’
Christine
It was kind of a relief to get diagnosed; it kind of confirmed what I already knew in the back of my head, but I also felt hopeless. Because now I know it’s not me, it’s not like if I work harder I can do better. Sometimes, I feel very depressed, because no matter what I do, this is like a bad disease that I can never cure.
Amber
Many people with ADHD can lead successful and happy lives, but an accurate diagnosis is the first step to effectively managing the disorder.
When accurately diagnosed, ADHD can be better managed, leading to increased satisfaction in life and significant improvements in daily functioning.
Practical Steps for Recognizing and Responding to ADHD in Girls and Women
For Parents:
- Educate Yourself: Learn about the unique ways ADHD presents in girls, such as inattentiveness, daydreaming, disorganization, anxiety, and emotional sensitivity.
- Observe and Document: Keep notes of your child’s behavior at home and in social situations, noting patterns or signs such as forgetfulness, trouble completing tasks, or masking behaviors.
- Advocate Actively: If you suspect ADHD, proactively discuss your observations with pediatricians or psychologists. Be persistent if your concerns are initially minimized.
- Encourage Open Dialogue: Foster open communication at home about emotions and struggles, making it easier for your child to express challenges without fear of judgment or misunderstanding.
For Educators:
- Look Beyond Hyperactivity: Pay attention to students who consistently daydream, appear withdrawn, struggle with organization, or demonstrate inconsistent academic performance.
- Implement Flexible Teaching Strategies: Offer organizational supports such as checklists, visual schedules, or planners to help manage inattentiveness and disorganization.
- Collaborate with Parents: Communicate your observations clearly and regularly with parents, suggesting evaluations or accommodations when appropriate.
- Provide Emotional and Social Support: Recognize relational aggression and emotional dysregulation as potential signs of underlying ADHD rather than dismissing them as typical social conflicts.
For Clinicians:
- Update Diagnostic Practices: Be aware of gender biases in traditional diagnostic tools and criteria. Consider using rating scales and assessments validated specifically for females.
- Conduct Comprehensive Evaluations: Look beyond obvious symptoms and consider a broader context, including family history, educational records, and reports of emotional or social struggles.
- Screen for Comorbid Conditions: Routinely screen females presenting with anxiety, depression, or mood disorders for underlying ADHD.
- Normalize Conversations About Masking: During assessments, explicitly discuss masking behaviors, allowing patients to recognize and articulate strategies they may use to conceal their ADHD symptoms.
Implementing these strategies can help bridge the gap in identifying ADHD in girls and women, ensuring timely and appropriate support.
References
Barkley, R. A. (2006). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment.
Centre for ADHD Awareness, Canada. (2021). Girls and Women with ADHD: Our Missed, Forgotten and Most Vulnerable. https://www.caddac.ca/adhd/document/girls-and-women-with-adhd-our-missed-forgotten-and-most-vulnerable/
Hinshaw, S. P., Owens, E. B., Zalecki, C., Huggins, S. P., Montenegro-Nevado, A. J., Schrodek, E., & Swanson, E. N. (2012). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: continuing impairment includes elevated risk for suicide attempts and self-injury. Journal of consulting and clinical psychology, 80(6), 1041.
Hinshaw, S. P., Nguyen, P. T., O’Grady, S. M., & Rosenthal, E. A. (2022). Annual Research Review: Attention‐deficit/hyperactivity disorder in girls and women: underrepresentation, longitudinal processes, and key directions. Journal of Child Psychology and Psychiatry, 63(4), 484-496.
Mowlem, F. D., Rosenqvist, M. A., Martin, J., Lichtenstein, P., Asherson, P., & Larsson, H. (2019). Sex differences in predicting ADHD clinical diagnosis and pharmacological treatment. European child & adolescent psychiatry, 28, 481-489.
Ringer, N. (2019). Young people’s perceptions of and coping with their ADHD symptoms: A qualitative study. Cogent Psychology, 6(1), 1608032
Rosenthal, E. (2021).Looking Back on 42 Years of Research on ADHD in Females. Duke Center for Girls & Women with ADHD. https://adhdgirlsandwomen.org/wp-content/uploads/2022/05/Hinshaw_2021_Review.pdf
World Health Organization. International Statistical Classification of Diseases and Related Health Problems 10th Revision (ICD-10): Version 2019. 2019.
https://icd.who.int/browse10/2019/en.
Young, S., Adamo, N., Ásgeirsdóttir, B. B., Branney, P., Beckett, M., Colley, W., … & Woodhouse, E. (2020). Females with ADHD: An expert consensus statement taking a lifespan approach providing guidance for the identification and treatment of attention-deficit/hyperactivity disorder in girls and women. BMC psychiatry, 20(1), 1-27.
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