2025: Empowering the Future through Education, Diversity, and Hope

ADHD Gender Difference Knowledge Gaps in Elementary School Educators

Emma Dennis, Gonzaga University

Location

Hemmingson Ballroom

Start Date

15-4-2025 11:15 AM

End Date

15-4-2025 12:15 AM

Description

Boys and girls with ADHD are treated and perceived differently, with boys being 3-16 times more likely to be diagnosed in childhood. However, the rates of men and women with ADHD are roughly equal in adulthood, meaning girls are going undiagnosed. With teachers often being the first line of defense to gaining interventions and a diagnosis, the purpose of this study is to examine whether or not there are gaps in knowledge in Washington State elementary school teachers regarding the differences in the presentation of ADHD across genders. This study used an anonymous survey sent to elementary school teachers across Washington state to evaluate potential knowledge gaps based on previous research. Results showed that the top two knowledge gaps occurred with respect to which gender of student with ADHD were more likely to struggle in school, as well as which gender of student was more likely to be affected by ADHD. Based on the findings of this study, more targeted education about ADHD gender differences may be needed in order to increase awareness regarding how ADHD affects girls versus boys.

Comments

Poster Session A

Publication Date

2025

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Apr 15th, 11:15 AM Apr 15th, 12:15 AM

ADHD Gender Difference Knowledge Gaps in Elementary School Educators

Hemmingson Ballroom

Boys and girls with ADHD are treated and perceived differently, with boys being 3-16 times more likely to be diagnosed in childhood. However, the rates of men and women with ADHD are roughly equal in adulthood, meaning girls are going undiagnosed. With teachers often being the first line of defense to gaining interventions and a diagnosis, the purpose of this study is to examine whether or not there are gaps in knowledge in Washington State elementary school teachers regarding the differences in the presentation of ADHD across genders. This study used an anonymous survey sent to elementary school teachers across Washington state to evaluate potential knowledge gaps based on previous research. Results showed that the top two knowledge gaps occurred with respect to which gender of student with ADHD were more likely to struggle in school, as well as which gender of student was more likely to be affected by ADHD. Based on the findings of this study, more targeted education about ADHD gender differences may be needed in order to increase awareness regarding how ADHD affects girls versus boys.