ADHD in girls continues to be under-identified, with many women receiving a diagnosis only in adulthood; raising critical questions about what is being missed, and why. Current identification practices continue to rely on observable disruption and externalised behaviours, often overlooking more internalised and masked presentations.
This presentation draws on qualitative phenomenological research exploring the lived experiences of female teachers diagnosed with ADHD after the age of 30. These women occupy a unique dual perspective, having navigated the classroom both as students whose difficulties were overlooked and as educators now responsible for identifying and supporting neurodivergent learners.
Findings highlight how ADHD symptoms were frequently masked by compliance, high achievement, and a strong desire to meet expectations, allowing participants to “fall through the cracks” despite experiencing significant internal challenges. Participants described how their own diagnoses have transformed their classroom practice, enabling them to recognise and support students who may otherwise remain unseen.
These findings have important implications for psychologists and educators, particularly in recognising masked presentations, reconsidering how impairment is conceptualised, and integrating lived experience into assessment and formulation. This presentation will offer practical reflections to support earlier and more accurate identification of ADHD in girls.
About our presenter: Kintara Phillips
Kintara Phillips is a provisionally registered psychologist and former secondary English teacher with over 25 years of classroom experience. She holds a Master of Professional Psychology and a Master of Gifted Education, and has a particular interest in supporting neurodivergent children and adolescents, including those who are twice-exceptional.
Kintara’s work is grounded in a neuroaffirming approach and is informed by both her clinical training and extensive experience in education. She has a strong interest in improving the translation of psychological assessment into meaningful, practical outcomes for schools and families. Her recent research explored the lived experiences of female teachers diagnosed with ADHD later in life, with a focus on what these experiences can reveal about earlier identification in girls.
Kintara currently works with young people in clinical practice while also supporting educators and families more directly in school and through teaching future teachers as part of Masters of Teaching programs.
Webinar timing: 7:00 – 8:00 pm AEST
Access to the recording of this webinar: A recording of this webinar will be available through the CPD Webinar Library, but for the best experience and the opportunity to ask your questions, join us live. Everyone who registers will be advised via email as soon as the recording is available. Members have unlimited access to the recording, and non-members will have access for 6 months.