Recent research and clinical experiences reveal that ADHD diagnosis can be delayed in girls and minority children, but tailored support strategies highlight the condition’s positive traits and potential for success.
For years, Makayla Caliendo thought her struggles in school meant she was less capable than her classmates. She could not always keep her attention on lessons, and everyday distractions or discomfort, like clothing tags and socks, could make concentrating even harder. As she later wrote, those early years left her feeling “dumb”.
What Caliendo was experiencing was attention-deficit/hyperactivity disorder, better known as ADHD. The condition affects how the brain regulates attention, movement and impulses. Health agencies such as the Centers for Disease Control and Prevention describe it as having three main presentations: predominantly inattentive, predominantly hyperactive-impulsive and combined. It is common in children and can continue into adulthood, although symptoms may change over time.
Experts say ADHD is strongly linked to genetics, and the Cleveland Clinic and Mayo Clinic both note that it can run in families. Symptoms can include daydreaming, forgetfulness, restlessness, impulsive choices and difficulty following directions. Diagnosis is not based on a single test. Instead, clinicians look for patterns of symptoms that appear in more than one setting and have lasted for months. Because girls and children from some racial and ethnic groups are less likely to be evaluated, many people are diagnosed late or missed altogether.
That delay can matter. When ADHD is mistaken for laziness, defiance or another behavioural problem, children may miss the support they need. For Black children in particular, the article notes that bias can shape how teachers and clinicians interpret behaviour. Sharon Saline, a clinical psychologist in Massachusetts, has said some parents may hesitate to seek an evaluation because of worries about stigma and its effect on a child’s confidence.
ADHD is not simply a list of problems, however. Researchers and clinicians point out that traits such as risk-taking, intense curiosity and rapid idea-switching can be useful in the right setting. Jamal Williams of the University at Buffalo says people with ADHD may be especially strong when a task is novel or highly interesting. That can help explain why some people struggle with routine schoolwork but excel in areas they love.
Treatment usually combines medication with behavioural strategies. Drugs can help regulate brain chemicals tied to attention and impulse control, while cognitive behavioural therapy can help people manage daily challenges. Practical supports such as calendars, timers, homework buddies and classroom accommodations can also make a difference. For Caliendo, those tools helped her move from years of frustration to academic success, and her experience echoes a wider message from people with ADHD: the condition can be difficult, but it does not define a person’s intelligence or future.
Disclaimer: This content is for informational purposes only and is not intended to be a substitute for professional medical judgment, advice, diagnosis, or treatment.
