Attention-deficit/hyperactivity disorder (ADHD) remains underidentified, underdiagnosed and undertreated in women and girls. Research exploring their diagnostic experiences across national contexts is limited, despite an urgent need for experience-based knowledge to address epistemic injustices in healthcare. Using a collaborative autoethnographic approach, this study examines the diagnosis journeys of a mother and daughter, both with ADHD. We focus on critical incidents in the daughter's ADHD/dyslexia diagnosis journey over a decade, spanning childhood to adulthood and two health systems: England and Aotearoa New Zealand. Findings reveal how limited understanding of ADHD in girls/women, combined with co-occurring conditions, contributed to repeated missed or misdiagnoses by teachers, education psychologists, psychiatrists, paediatricians and general practitioners. A network of professionals across health and education settings acted as gatekeepers, often unintentionally hindering access to support. Moreover, the experiential knowledge of both women was frequently sidelined, perpetuating epistemic injustice. We discuss implications for policy and practice and highlight the value of lived experience in addressing systemic barriers to ADHD diagnosis, recognition and understanding for women and girls.
Wheaton et al. (Wed,) studied this question.