Teachers Overlook ADHD Girls, Leaving Them Invisible in Classrooms

The struggles faced by girls with attention deficit hyperactivity disorder (ADHD) often remain hidden, as teachers frequently overlook their needs in educational settings. In a poignant account, Carla Ciccone recounts her experiences in second grade at St. Jude School, where strict disciplinary methods and a lack of understanding surrounding ADHD led to significant challenges for her and other neurodivergent students.

Ciccone’s teacher, known as Mrs. V, exemplified the old-school approach to discipline, maintaining a rigid classroom environment that prioritized conformity. Her methods included physical reprimands and shaming, which contributed to the overwhelming anxiety many children experienced, particularly those with ADHD. “I respected and feared Mrs. V,” Ciccone recalls, underscoring the pressure placed on students to adhere to strict behavioral expectations.

Research highlights that children with ADHD often struggle with heightened sensitivity to their surroundings. According to a study by Massachusetts researchers, individuals with ADHD possess hypersensitive nervous systems that can trigger intense fear responses. This heightened sensitivity can lead to situations where children lose control over their bladder or become overwhelmed by sensory input. Ciccone’s experience of an embarrassing incident in class illustrates this issue, revealing the profound impact of an unsupportive educational environment.

The educational landscape can act as a minefield for neurodivergent children. As Ciccone points out, many schools are filled with potential triggers, and students with ADHD often reach their sensory limits much faster than their peers. They may act out as a means of self-regulation, but they can also become understimulated when faced with unengaging material. This dual challenge complicates their ability to thrive academically and socially.

Despite these hurdles, girls with ADHD often excel in structured environments and may be labeled as gifted in their early school years. However, this success does not equate to well-being. Ana-Maria Butura, an ADHD researcher, notes that many girls internalize their impulsive and hyperactive tendencies, making diagnosis difficult. The existing diagnostic tools were primarily developed based on research focused on boys, leading to a significant gap in understanding how ADHD manifests in girls.

Ciccone’s narrative reflects a broader trend among neurodivergent girls who frequently mask their symptoms to blend into social expectations. The pressure to be quiet and compliant often leads to emotional dysregulation, which affects up to 70 percent of adults with ADHD, according to a 2014 study in The American Journal of Psychiatry. This emotional turmoil can stem from a lifetime of feeling misunderstood and unsupported in academic settings.

The societal expectations placed on girls contribute to a unique set of challenges. Girls learn early on to prioritize being “good” over expressing their needs, which can lead to internalized shame. Ciccone describes her efforts to manage her behavior in class, revealing a cycle of compliance that ultimately masked her struggles. “The catch is, when we give our sense of innate goodness away as children, to be judged and dictated by teachers, parents, or peers, we don’t easily get it back,” she reflects.

Gender dynamics in the classroom also play a role in how students are perceived. Research on gender schemas indicates that children develop beliefs about gender roles by preschool age, which can influence how they interact with peers and authority figures. Studies conducted by the University of Illinois have shown that by age six, girls are inclined to view boys as more intelligent, leading them to shy away from activities perceived as academically challenging.

Ciccone’s experiences highlight the need for increased awareness and understanding of ADHD, particularly among educators. The lack of proper training and sensitivity can lead to damaging outcomes for neurodivergent children. Geena Davis, who has advocated for gender equality in media, underscores the importance of representation and understanding in shaping perceptions of ability from a young age.

As awareness grows, it is essential for schools to adapt their approaches to better support all students, particularly those who may be struggling silently. Ciccone’s story serves as a call to action for educators and society to recognize and address the unique challenges faced by girls with ADHD, ensuring they receive the understanding and support necessary to thrive both academically and emotionally.

Ciccone’s book, Nowhere Girl: Life as a Member of ADHD’s Lost Generation, delves deeper into these issues, providing insights that could help reshape the conversation around ADHD and its impact on young women. As the dialogue continues, it becomes increasingly clear that recognizing and addressing the needs of neurodivergent students is not just beneficial but crucial for fostering a more inclusive educational environment.