Understanding Peer Relationships for Adolescent Girls with ADHD: Content Analysis on Voices Shared on TikTok

• In Event: Inclusive Education Through Instructional Practices and Peer Relationships

Abstract

Adolescent girls with ADHD often face unique and underexplored challenges in peer relationships, yet their voices remain largely absent in traditional research. This study employs qualitative content analysis and a participatory approach to examine 82 TikTok videos created by girls with ADHD, exploring what insights they provide and how they express friendship experiences. Grounded in the social model of disability and Relational Cultural Theory, six interconnected themes emerged: feelings about friendships, great things about ADHD friendship, the unique comfort of ADHD-to-ADHD friendships, symptoms that affect friendships, advice to neurotypicals, and coping strategies adopted. This study offers a more nuanced, strength-based understanding of neurodivergent girlhood and highlights the value of social media as a site for marginalized voices in ADHD research.

Authors

• Xinxia Li, The George Washington University

• Elisabeth K. Rice, The George Washington University

• Stacey Martino, The George Washington University