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Studies into females with ADHD are gradually increasing but would have to move at lightning speed to catch up with research based on both genders.
Research often concludes that masking is one of the fundamental reasons ADHD is so hard to diagnose.
But I would argue that the way the term ‘masking’ is commonly used can gaslight girls. It subtly shifts responsibility for the lack of research and understanding of ADHD in females onto them, rather than onto GPs, research culture, and diagnostic criteria that were never designed with them in mind.
For many girls and young women I have coached, getting that all-important referral or collating evidence from school is an uphill battle. More often than is acceptable, girls leave GP appointments with advice to exercise more or a prescription for anti-anxiety medication. (True story)
So why the masking in the first place?
Research into gender suggests that girls are under greater pressure to meet gender norms. Girls are expected to be hardworking and attentive, qualities closely tied to self-esteem and self-perception.
At the same time, studies into gender bias in classrooms suggest teachers place higher expectations on girls than boys. Poor behaviour is more readily linked to boys, while a ‘misbehaving’ girl is more likely to be scrutinised and corrected more harshly.
Is it any wonder masking is so common?
As someone who has researched this area and worked closely with girls with undiagnosed ADHD, I can tell you the signs are very visible in our schools and colleges. I have spent hours supporting misdiagnosed and undiagnosed girls as they unpick coping strategies that have run their course and left them confused and depleted.
I have supported girls who cry, panic, worry and lose sleep over deadlines, organisation and motivation. But I have spent even more time with those who were completely burnt out by a school system and a society that failed to recognise their needs.
So here are my takeaways. If you work with young people in education, or you are a parent trying to gather evidence for a referral, these traits are commonly seen regardless of masking:
A conscientious girl at school can quickly struggle at college or university, when structure, praise and external validation begin to disappear.
If this sounds like your daughter, reach out and let’s have a conversation.
Research often concludes that masking is one of the fundamental reasons ADHD is so hard to diagnose.
But I would argue that the way the term ‘masking’ is commonly used can gaslight girls. It subtly shifts responsibility for the lack of research and understanding of ADHD in females onto them, rather than onto GPs, research culture, and diagnostic criteria that were never designed with them in mind.
For many girls and young women I have coached, getting that all-important referral or collating evidence from school is an uphill battle. More often than is acceptable, girls leave GP appointments with advice to exercise more or a prescription for anti-anxiety medication. (True story)
So why the masking in the first place?
Research into gender suggests that girls are under greater pressure to meet gender norms. Girls are expected to be hardworking and attentive, qualities closely tied to self-esteem and self-perception.
At the same time, studies into gender bias in classrooms suggest teachers place higher expectations on girls than boys. Poor behaviour is more readily linked to boys, while a ‘misbehaving’ girl is more likely to be scrutinised and corrected more harshly.
Is it any wonder masking is so common?
As someone who has researched this area and worked closely with girls with undiagnosed ADHD, I can tell you the signs are very visible in our schools and colleges. I have spent hours supporting misdiagnosed and undiagnosed girls as they unpick coping strategies that have run their course and left them confused and depleted.
I have supported girls who cry, panic, worry and lose sleep over deadlines, organisation and motivation. But I have spent even more time with those who were completely burnt out by a school system and a society that failed to recognise their needs.
So here are my takeaways. If you work with young people in education, or you are a parent trying to gather evidence for a referral, these traits are commonly seen regardless of masking:
- Good grades or work beyond what is required
- Spending excessive amounts of time on homework
- Persistent fear of being judged by peers
- Rushing ahead and asking questions unrelated to the current task
- Disengagement or frequent daydreaming
- Lots of friends but no clear friendship group
- Sudden emotional outbursts
- Difficulty starting work due to fear it will not be good enough
- How long is homework actually taking?
- How easy is it to reassure the student, or do they remain unconvinced?
- Why are they rushing through the work? Is it genuinely easy, or are they anxious about what comes next?
- Are they conscientious in class but consistently miss deadlines?
- Why is classwork strong but exam performance weaker?
A conscientious girl at school can quickly struggle at college or university, when structure, praise and external validation begin to disappear.
If this sounds like your daughter, reach out and let’s have a conversation.