Women with both Autism and ADHD (AuDHD) are significantly underrepresented in research and the media. This article aims to address that gap by exploring the secondary school experiences of three women who were undiagnosed at the time. Through in-depth interviews, the study highlights how these women were often mislabelled, misunderstood, and left to navigate their formative years without appropriate support or self-understanding. Their stories reveal common themes of loneliness, confusion, and resilience, shedding light on how current diagnostic criteria—largely based on male presentations—can fail to recognise neurodivergent girls. This work calls for a more inclusive approach to diagnosis and support, celebrating the individuality of women with AuDHD while addressing the systemic barriers they face. By amplifying their voices, the article contributes to ongoing conversations about gender, neurodiversity, and educational equity.

Bethany Ann Razzle Berry

Read the article here: Razzle Berry | What are the perspectives of late-diagnosed women with Autism Spectrum Condition (ASC) and Attention Deficit Hyperactive Disorder (ADHD), and how do the conflicting symptoms impact their experience of secondary school? | Fields: journal of Huddersfield student research

Student research FIELDS AuDHD  ADHD  Autism  Early intervention  Women/ girls voice  Path to diagnosis Student research FIELDS ADHD Autism Early intervention Womens voice girls voice Path to diagnosis