UC Berkeley • Class of 2027
ADHD is not a gender-specific disorder—however, American men are 69% more likely to be diagnosed with ADHD than American women (Hobbes, 2019). This extreme underdiagnosis of ADHD in females can result in detrimental academic and social consequences for female individuals. Current popular dialogue and diagnostic techniques have an oversimplified approach and lack recognition regarding the diversity of potential symptom profiles. Underdiagnosis of ADHD stems from the common misconception that everybody with ADHD displays easily-noticeable hyperactive symptoms. The stereotypical, externalized symptoms commonly associated with ADHD are more common in boys.
Females with ADHD present symptoms considerably less overt than these disruptive behaviors, and may suffer from inattention that looks like anxiety or depression, not the underlying ADHD condition (Quinn, 2005). Misdiagnosis results in a lack of proper treatment and accommodations; consequently, many females with ADHD experience psychological and academic impairments (Quinn, Madhoo, 2014). Multiple factors lead to the underdiagnosis of ADHD in females: girls with ADHD are more likely to display internalized symptoms, and these symptoms may present similarly to other coexisting psychiatric conditions, often anxiety and depression. A binary approach to diagnostic requirements for ADHD disregards masking strategies that females often develop. To improve the diagnosis of ADHD in females, teachers, parents, and healthcare professionals need more awareness and education regarding the diverse symptom profiles of ADHD, particularly in females. This research paper presents leading factors in the significant underdiagnosis of ADHD in females and demonstrates how public education can assist in ameliorating this underdiagnosis.