Success in the margins: Australian female students and educators with attention deficit hyperactivity disorder (ADHD) navigating neurodiversity in academia and work.

Abstract

Females with ADHD are currently under-represented in contemporary research in comparison to their male counterparts. This disparity is evidenced across daily life, including higher education and the workplace. As the clinical presentation and lived experiences of ADHD differ between males and females, this study explored the experiences of females with ADHD (<i>N</i> = 11) within an education context, either as undergraduate preservice teachers, postgraduate students, or teachers. Data from semi-structured individual interviews were analyzed using thematic analysis. Five themes were identified. The findings revealed the internal challenges, emotions, and personal motivations that these females experienced in higher education settings or in the workplace. Participants described various strategies for structuring their learning or work, frequently using personalized tools and adaptive measures to enhance their success. The study highlighted the pivotal role of interpersonal relationships with peers, university educators, and work colleagues, along with the broader systemic factors that shape both opportunities and barriers to achievement in higher education and teaching contexts. These findings highlight the need for further research to address gaps in our current understanding of this area. Second, they offer universities and schools the opportunity to become leaders in fostering inclusion for females with ADHD.