Girls with ADHD underdiagnosed

BY ELLIE NEUMAN Sta Reporter BY ISABEL LIU Copy Editor

Freshman Zoey Hakes was diagnosed with attention-decit/hyperactivity disorder (ADHD) in second grade, when her mom suggested she get tested. It was her younger brother who was referred rst, but “my mom said, ‘[those symptoms] sound more like my daughter, not my son,’” Hakes recalled.

Although Hakes’ story may sound ordinary, her early diagnosis is quite rare. According to the Public Library of Science, most girls with ADHD go undiagnosed until adulthood.

“I was very lucky, unlike a lot of my friends, people I know and stories I’ve heard about ADHD where girls don’t get diagnosed,” Hakes said. e disparity starts with the fact that girls with ADHD o en display di erent symptoms than boys. e Attention De cit Disorder Association claims there are multiple types of ADHD. Symptoms of hyperactive-im pulsive ADHD include exces sive talking, restlessness and impulsive behavior — prevalent in boys. Symptoms of inatten tive ADHD — more common in girls — are less “obvious”: di culty completing tasks and getting easily distracted.

“With kids that are acting out, that’s harder to control, and that a ects the classroom more than the kid that’s [inattentive],” academic counselor Traci Krep pel said.

Hakes added that the skewed cultural and social perception of ADHD a ects diagnoses, as well.

“It’s not talked about enough and not brought aware- ness to,” Hakes said. “A lot of people think ADHD is like, they talk a lot. ey have a lot of energy. But it’s more than that.” is can lead to a misconception that girls are less likely or even unable to have ADHD.

Although teachers and medical providers are taught to recognize all symptoms, there’s a deeper issue at hand: gender stereotypes.

“A lot of people think that boys are stupid or easily distracted and they’re more prone to getting ADHD, whereas girls are stereotypically smart,” said senior Carlos Garcia Mendoza.

Garcia Mendoza, who also has ADHD, speaks to the issue that girls are expected — or even socialized — to be more organized and quiet, so ADHD symptoms are o en dismissed as irresponsibility or laziness.

“[People] say to girls that ‘it’s not that bad, boys have it worse,’” Hakes said. “ ey say, ‘Oh, you’re just chatty’. I think it really hurts…It’s almost like convincing [girls] they don’t have it.” e Wellness Counseling ofce, with the support of Child Find — a state mandate that requires schools to identify children with disabilities — works to encourage early diagnosis and provide assistance to students in need. ese supports o en rely on self-reporting, which the National Library of Science found are most e ective in identifying girls with ADHD. Academic counselor Luis Mashek noted that teachers also implement classroom resources to keep students’ attention.

“For example, Mrs. Murphy and Ms. Abitbol have stand-up desks for students who nd it di cult to sit during the duration of a class…little things in their classes that may be helpful with or without the diagnosis,” Mashek said.

Untreated kids with ADHD are at higher risk for underachievement, low self-esteem, anxiety and depression. Getting support or a diagnosis, students reported, helped them thrive.

“[Getting diagnosed] helped me notice [when I’m distracted], which helps me get back on track,” Garcia Mendoza said. “It’s helped me better understand how I work and how my

Hakes echoed the statement, hoping for a future where all students could receive proper is year, I was able to get help within the school, and being able to let my teachers know has really helped,” she said. “[I hope other kids know that] even though ADHD’s so tough, at the same time, it’s a superpower… Use it to your advantage, get the help you need.”