Girls with ADHD in Education: Going Unnoticed

If you observed a class of school children, would you be able to spot those with ADHD; would you pick out the children that fidget, are rocking on their chair, constantly talking, are distracted and ‘into everything’. Or would you spot the girl sat quietly; her appearance neat and her work well presented, but doing her best to go unseen?

ADHD & MASKING

For many girls, the masking of their ADHD symptoms replaces outward stress with internal stress. This can present as shy, quiet and socially introverted, overly sensitive and emotionally dysregulated. It’s not until the end of the school day, when she’s back home in her safe space, that she can drop her mask and let everything from the day come tumbling out.

With masking behaviours more common amongst girls with ADHD than in boys, and those behaviours being predominantly internalised, you are less likely to get a girl with ADHD who is disruptive in the classroom. Instead, you are more likely to see a student who gives 100% effort (even if the focus isn’t always there), mirrors their peers to blend in, avoids certain tasks or situations that may highlight ADHD symptoms, fidgets in less noticeable ways e.g., doodling or playing with her hair, or reacting ‘over-sensitively’ to typical situations. But mostly, you may simply see a girl who is highly anxious and withdrawn.

ADHD IN EDUCATION

Research suggests as many as 75% of girls with ADHD are still being missed, which has led to widespread concern that this marginalised population is not getting the reasonable adjustments or support to have a successful education.

However, although the symptoms of ADHD in girls may be less obvious, the impact it has on their schooling is much harder to ignore. Past studies have shown that girls with un-supported ADHD in education are at a much higher risk of low attendance and academic attainment, as well as more likely to suffer from poor self-image, anxiety and mood disorders.

But, with a few reasonable adjustments, this doesn’t have to be the case - in fact, quite the opposite - ADHD can bring many great attributes that can enhance a child’s experience of education, if delivered and supported in the right way.

One reason ADHD is more readily recognised in boys, has been attributed to girls being better at implementing their own coping strategies, e.g. going to the toilet during lessons to add in much needed movement breaks. Therefore, if the school staff are trained in recognising ADHD symptoms, they will be able to proactively implement strategies to support the child’s individual needs better.

For example, when teaching staff know the average attention span of their ADHD students, lessons can be chunked, and mini movement breaks incorporated accordingly. This has many benefits including increased focus, improved quality of learning and better self-regulation of emotions. In case you are curious, the average attention span of an 8-year-old with ADHD is 16-24 minutes. So, with lessons typically lasting an hour, it’s no wonder they lose focus!

THE ADHD APPROACH

Supporting students with ADHD in school doesn’t have to be costly or complicated. A few simple adjustments can make all the difference.

The very first step should be ensuring a whole school approach is taken, through educating staff to understanding what ADHD is and how it can impact boys and girls differently.

Here are some strategies that can be used in schools:

• ADHD friendly classroom environment

• Pupil passports & sensory profiles

• Nurture sessions

• Regular movement/brain breaks

• Routine, consistency & clarity of expectations

• Neurodiverse behaviour policy

By offering understanding and flexibility of support for ADHD students, schools can unlock countless opportunities for these individuals to reach their potential. With role models like Margaux Joffe, Simone Biles, and Marta Bota thriving with their ADHD, why wouldn’t schools strive to provide the best possible experience for these students?

ADHD STARTS AT HOME

So, why is the prevalence of ADHD referrals in children soaring?

Well, with ADHD being a genetic condition, it stands to reason that we need to look to the parents, and research is suggesting this too, with there being a 400% increase in adults seeking diagnosis since 2020.

If your child is (or may be) ADHD, whilst you are ensuring they are supported, it’s important to do some self-reflection as to which of their traits you might recognise in yourself. How do you remember your childhood, did you experience any of that anxiety or social masking that your child does - is there a possibility that you too may be ADHD?

For those who are ADHD, understanding who you are and how your own brain works - and knowing that having ADHD is nothing to be ashamed of - is hugely empowering both for yourself and your child. It’s with this knowledge that you can begin to make changes to creating an ADHD friendly life for your whole family.

For more information on parenting with ADHD and for support, strategies and resources on creating an ADHD-friendly home, head to The Nd Mama website.

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