Abstract
Attention deficit hyperactivity disorder (ADHD) in children is often misunderstood, mislabelled or missed altogether, especially when behaviours are dismissed as typical, defiant or trauma related. This article explores the challenges of recognising ADHD within a neurodiversity framework, highlighting how traits such as impulsivity, inattention, hyperactivity and emotional dysregulation can be masked, internalised or pathologised. It outlines how GPs can support families through early recognition, psychoeducation and collaboration with schools. The article underscores the importance of affirming language, holistic assessment and inclusive practice, and addresses the ongoing debate around ADHD diagnosis, emphasising the harms of underdiagnosis. This article is primarily intended to guide GPs by offering them insights and tools needed to better support children with ADHD and their families. We can help children with ADHD and their families access timely, compassionate care by equipping GPs to create neuro-affirming environments that foster trust with families. Early intervention and support can change life trajectories, ensuring children are not only recognised, but also understood and supported with the tools to thrive.
Get full access to this article
View all access options for this article.