In every classroom, there are students of both sexes who fail to complete their assignments, constantly leave their seats and rarely raise their hands to participate. They are often involved in frequent arguments, regularly visit the principal’s office and are generally unpopular among their classmates.
اضافة اعلان
In the past, there was no specific name to describe these students. Today, however, teachers and school administrators identify them as having Attention Deficit Hyperactivity Disorder (ADHD). They are now provided with individualised education plans, tools to help them concentrate and, sometimes, medication. It could be said that this generation receives far more support than was available in the past.
But there is another group in the classroom, often made up of intelligent girls, who nevertheless hand in papers full of mistakes caused by carelessness or inattention.
Teachers may point out these errors or express their frustration by marking them in red ink, but these girls rarely receive any further attention or support.
Some of them may call out answers in class before raising their hands, while others drift off into their own thoughts and do not participate in lessons. They may occasionally speak loudly, but what distinguishes them most is their frequent forgetfulness: they forget names, assignments, books and other everyday details.
They are generally quieter than boys, but schools have not always recognised their struggles as symptoms of a condition that deserves understanding. Instead, their behaviour has often been interpreted as carelessness or a character flaw. How can an intelligent girl be so forgetful or easily distracted?
For these girls, the inattentive type of attention deficit disorder, which is not accompanied by hyperactivity, is often mistaken for a moral failing.
ADHD symptoms in girls: silent struggles, diagnosis and support
Does your daughter struggle with attention? Learn about ADHD in girls and how its symptoms and diagnosis may differ from those in boys.
Mental health
Attention deficit disorder can affect girls in several areas of their school lives and everyday activities. One of its most noticeable signs is persistent forgetfulness, often accompanied by repeated lectures and criticism about it.
These girls hear adults describe them as lacking common sense. They may also receive similar comments from their peers, eventually beginning to believe them.
They are often scolded and embarrassed in front of their classmates, treated as though they are at fault rather than as children who need support.
Another aspect of the disorder is speaking loudly, particularly when they feel excited. They are frequently told to lower their voices or stop talking.
Over time, a girl may begin to believe that it is better not to speak at all and that what she has to say does not matter.
Improved performance
Sometimes, these girls appear to perform better at school, but this improvement may be driven by fear, particularly when the school system is extremely strict.
When all notes and reports are automatically sent to parents, the fear of punishment can become stronger than the forgetfulness itself.
Diagnosis
After years of struggling, some girls finally receive an accurate diagnosis of their condition, which is primarily linked to chemical factors in the brain.
By this stage, their anxiety levels may be extremely high. This anxiety is not necessarily caused by the disorder alone, but may also result from years of negative reactions from people around them and the adults in their lives.
They may have grown accustomed to hearing comments such as: “You have no common sense” or “What is wrong with you?”
Repeated exposure to these experiences can leave a deep psychological impact. Small but persistent insults gradually erode their self-confidence over time.
Recognising the problem
We have become familiar with recognising ADHD in “those boys”. They receive individualised education plans, accommodations, psychological counselling and various forms of support.
However, we often fail to recognise the condition in girls. A girl sitting quietly in the corner of the classroom, making unintentional mistakes or playing with her pens during a lesson may be left without support. This can have serious consequences for her mental health.
Ultimately, we need to identify these girls and reassure them that they are neither lazy nor morally deficient. This is an important step towards helping them recover and discover their abilities.
