The Impact of Multiple Identities

We also need to consider that not everyone with ADHD experiences their disability similarly. There are obvious ways that ADHD manifests for people, as illuminated in the previous section, but there are other ways as well. Crenshaw (1989) coined the term intersectionality to describe the experience of Black womanhood. Being Black and female are different aspects of identity. Neither can be considered in isolation. Said another way, every person’s identity intersects to make them who they are and how they experience the world. These other identities that person has in addition to their disability impact how they experience their disability, and how people perceive and treat them. Put differently, mental health, including ADHD, does not exist separately from identity markers. Thus, ADHD, its symptoms, and its presentation, along with attitudes, beliefs, and understandings of ADHD, are impacted by the identities that individuals adopt or are assigned and the unique life experiences that accompany them (Themindclan.com, 2022).

To illustrate, neuroqueer is a relatively new term used to describe individuals who are neurodivergent and queer to address a truth — that the two identities are not separate. In a society where both are marginalized, those living at the intersection of ADHD and queerness can face challenges that compound each other. Here are some lived experiences shared by neuroqueer adults and caregivers on Additudemag.com (2023).

“Queer folks are often pressured by broader society to fit into norms. And when they don’t, it’s usually attributed to their sexuality or gender identity, so they’re not encouraged to consider that their experiences may be consistent with neurodiversity instead. Not to mention that LGBTQ+ folks tend to have less access to health care, social support, and economic privilege, so they are often less able to get a diagnosis or ADHD medication or support or accommodations even if they believe they have ADHD.”

“My 15-year-old identified as LGBTQ and then gender diverse from age 12. In the past 12 months, they now have had ADHD and autism diagnoses. Being neurodivergent and LGBTQ means they are even less understood by their peers. My amazing kid has always been different — quirky, creative, and out of the box. They show up in life as one amazing human, even as they continue to struggle to have people understand them.”

“Being assigned female at birth while having a boy’s brain led to 25+ years of my ADHD symptoms presenting more like a typical boy’s. However, because I am female, I was just thought to be a tomboy or rebel, and, as a result, nobody ever noticed my struggles trying to keep up with everybody else. I only got diagnosed when I went to grad school in the U.S., and my higher-than-average IQ couldn’t manage school, a part-time job, and taking care of myself.”

“I’m a transgender man who has ADHD. Social gender norms exist but often do far more harm than good. ADHD can sometimes make it seem like I don’t have a filter, but gender roles and expectations are unhelpful social constructs that filter trans people out and isolate us simply for who we are. I’m glad I lack that filter!”

A Way Forward

To fully support all students with ADHD safely and appropriately, caregivers, educators, and professionals must understand the intersection of neurodiversity and students’ multiple identities. Adopting a humanizing approach to learning – considering how human interaction, identities, emotion, cognition, and pedagogical design intertwine to shape learning – positions students at the center of their learning by valuing prior knowledge, resources, and diverse identities (Freire, 2003; Fataar, 2016). Doing so can help protect students from negative mental health consequences, get appropriate learning support, and strengthen their support systems.

For example, restorative practices address harm or conflict in a way that focuses on repairing relationships, understanding the root causes of the problem, and making things suitable for everyone involved. Restorative practices aim to create a sense of community and responsibility for the actions that have taken place rather than simply punishing the wrongdoer.

Restorative practices can be used in various settings, including schools, workplaces, and the criminal justice system. For example, in schools, restorative practices might involve bringing together the person who caused harm, the person who was harmed, and others who were affected by the incident to talk about what happened, how it impacted everyone involved, and what steps can be taken to make things right. This can help build a sense of accountability and empathy among all parties and lead to stronger relationships and a more positive school climate overall.