Exploring the implications of race, ethnicity, socioeconomic status & culture.
Within the realm of neurodiversity, each individual’s experience uniquely contributes to our understanding of human cognition. While Attention-Deficit/Hyperactivity Disorder (ADHD) affects people of all genders, its intricate presentation in girls often goes unnoticed.
Taking the time to recognize this barrier is just one piece of the puzzle toward building a deeper comprehension of neurodiversity and providing deserved support.
Diverse presentations of ADHD are frequently overlooked due to historically accepted biases. This revelation underscores a critical issue: the presence of bias within certain ADHD research studies.
Such implicit bias is a result of this particular diagnosis often being studied through a male-centric lens, which largely contributes to the delayed recognition and underdiagnosis of ADHD in young girls.
Advocacy for equitable research practices can support an end to this cycle.
When perspectives broaden, we can discover the convergence of ADHD with other dimensions of one’s identity. It’s time to shine a brighter light on the inevitable intersections and diverse realities faced by young girls with ADHD.
In this focused exploration, we will analyze the complexities of ADHD in girls, dissecting factors such as ethnicity, race, socioeconomic status, treatment, support, and cultural implications.
Through examining intersectionality – how various factors shape and interdependently impact our lives – we can gain a deeper understanding of these experiences.
Gender Disparities & Intersectionality
Race and ethnicity certainly play a role in the diagnosis of ADHD, as young girls with diverse backgrounds face many unique challenges. For example, young Black and Latinx girls face adversity in being diagnosed due to stereotypes of their cultures impacting symptom recognition.
Females from Black and Latinx cultures are often stereotyped as “too loud” or emotionally unstable, leading to overlooked ADHD symptoms such as hyperactivity, attention struggles, and intense emotion.
Additionally, Asian cultural norms that value demureness can often mask the symptoms of ADHD in Asian American girls. Socioeconomic barriers that limit healthcare access for these underserved populations also contribute to under-diagnosis.
Cultural Perspectives
Cultural norms deeply influence expectations regarding symptom expression and attention. Some cultures prioritize maintaining a composed demeanor and an elevated focus on academia.
Seeking professional help could also be influenced by cultural stigma, as some cultures do not believe in receiving mental health treatment and may prefer religious interventions.
Language barriers also pose unique challenges for young girls from non-English speaking cultures, as obtaining an accurate assessment can be difficult under such circumstances.
Diagnosis Disparities
All assessments needed to determine an ADHD diagnosis should contain criteria that account for gender differences, but they aren’t commonly available. Differences in symptom expression in girls, such as those related to daydreaming and anxiety, may result from an internalization of symptoms.
Because of existing stereotypes and barriers, clinicians continue to miss opportunities to provide young girls with their life-changing diagnoses.
Racial & Ethnic Disparities
Implicit bias plays a crucial role in diagnostic decisions, especially since providers’ biases can more easily go unnoticed when bias is prevalent on a larger societal scale.
Cultural competence training plays a pivotal role in addressing these challenges, as it provides professionals with comprehensive education, enabling them to comprehend and embrace diverse manifestations of ADHD symptoms.
A 2021 study published in the medical journal JAMA Network Open revealed that Hispanic, Black & Asian children were significantly less likely to be diagnosed with ADHD than similarly presenting White children.
As an ongoing issue, the lack of access to culturally sensitive assessment tools may continue to perpetuate disparities in the future.
Treatment Challenges
Treatment obstacles related to medication and cultural beliefs commonly revolve around medication skepticism. In certain cultures, there is significant reluctance surrounding psychotropic medications.
Non-pharmacological interventions present viable solutions for bridging these cultural disparities.
Countless low-income families struggle to access affordable healthcare, which becomes even more daunting when they need to find specialists. This creates additional hurdles for students who require additional school support, as their individualized education plans (IEPs) often fall short of addressing their specific needs.
These socioeconomic barriers present several unique challenges for treating various underserved cultures.
Culturally Competent Support
To effectively support girls with ADHD from marginalized cultures, it’s necessary to establish multidisciplinary teams consisting of educators, cultural liaisons, psychologists, and other mental/behavioral health professionals collaborating to provide comprehensive and compassionate care.
Connecting culturally relevant organizations with families in need of culturally competent support relies on tapping into community resources.
Families can experience empowerment through receiving culturally tailored education about ADHD. Additionally, receiving assistance while navigating support systems for accessing services and advocating for their children can make an impactful difference.
A Call for Equity
ADHD in girls can present differently, with symptoms influenced by various aspects of their identity. By acknowledging bias, considering these various components, and promoting culturally sensitive care, we can ensure these young girls receive valuable support.
Great strides will have been made the day every girl with ADHD can receive appropriate treatment, a timely diagnosis & the support she deserves.
Furthermore, professionals need to integrate a holistic approach when assessing and treating their patients, as this allows for a comprehensive understanding of a person’s condition. Fostering an environment of continuous learning and open dialogue within the mental health community can lead to innovative solutions and improved patient outcomes.
*This article was originally published in Mindful Mental Health
Resources
-Khaja, H. (2024). Gender Disparities in ADHD Diagnosis and Treatment. *J Child Psychol Psychiatry*. doi:10.1111/jcpp.13920.
-The Lancet Psychiatry. (2024). Why are females less likely to be diagnosed with ADHD in childhood than males? doi:10.1016/S2215–0366(24)00010–5.3. Diverse Health Hub. (2021). ADHD Diagnosis Disparities in Females and BIPOC Patients.