ADHD In Girls – presentation
ADHD can present differently in girls, compared to boys. This may lead to underdiagnosis or
misdiagnosis of ADHD in girls. Whilst the core symptoms of inattention and/or hyperactivity and
impulsivity remain consistent, this can present differently in girls. For example:
- Subtle hyperactivity (e.g. excessive talking or internalised restless such as daydreaming,
- rather than overt physical restlessness)
- Inattentiveness (e.g. daydreaming, losing track of tasks, forgetfulness – appearing
- disorganised rather than hyperactive and impulsive)
- Social challenges (e.g. difficulties forming and maintaining friendships, subtle difficulties
- reading social cues, experiences of frequent peer rejection)
- Internalised symptoms (leading to feelings or shame guilt or underachievement which can
- manifest as anxiety, depression or low self-esteem)
- People pleasing behaviour (or perfectionistic – trying to mask symptoms which can lead to
- burnout)
- Subtle impulsivity (e.g. interrupting conversations, making hasty decisions or struggling with
- emotional regulation, rather than ‘acting out’ behaviours).
- Less noticeable disruptions (e.g. internalising emotions rather than displaying them through
- behaviours).
- Co-existing conditions (girls with ADHD was often diagnosed with co-existing conditions such
- as anxiety, depression or learning disorders).
- Late diagnosis (due to subtlety of symptoms of societal expectations – many girls don’t
- receive a diagnosis until adolescence or adulthood, when demands exceed coping strategies
- for them).
ADHD Symptoms
Although ADHD symptoms are consistent across genders, their expression and societal
interpretation can vary. Recognising these nuances differences is essential for timing and
appropriate interventions, ensuring that girls receive the support they need.
ADHD In Girls – Challenges
If a girl has ADHD and this is missed, she may face numerous challenges. She may internalise feelings
of inadequacy, leading to reduced self-esteem and a mistaken belief that she is ‘lazy’ or
‘unintelligent’. Furthermore, this can result in increased anxiety, depression and other mental health difficulties.
Academic struggles might intensify without appropriate support, potentially limiting future
opportunities. Social relationships can also be strained due to misunderstood behaviours and
difficulties understanding and responding to social cues. In conclusion, undiagnosed girls are at risk
of developing maladaptive coping strategies (e.g. perfectionism leading to burnout).
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