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${loserAccounts} been merged into ${winnerAccount}.

A recent audit found these accounts to be duplicative. Addresses, qualified users, order history and Q-global ordering for both organizations are now accessible via the ${winnerAccount} account. If something isn’t right, contact us.

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From Subtle Signs to Support: How to Help Girls with ADHD and Dyslexia

According to the U.S. Center for Disease Control and Prevention (CDC), more than 11% of U.S. children ages 3 to 17 years have ever been diagnosed with attention deficit hyperactivity disorder (ADHD). Boys were overwhelmingly more likely to be diagnosed than girls, at 15% to 8%, respectively. Similarly, dyslexia affects approximately 20% of the world population, and some studies find that males are more often diagnosed with the disorder than females. However, that doesn’t necessarily mean that ADHD and dyslexia occur more often in boys. The more likely situation is that girls are underdiagnosed.

Because they often fly under the radar, girls with ADHD and dyslexia may face delayed diagnosis, inadequate support and a heightened risk of mental health issues, such as anxiety and depression.

Educators can play a significant role in helping identify girls who may be at risk of having ADHD and dyslexia, which enables them access to the interventions and accommodations that can boost their achievement and self-confidence.

ADHD & Dyslexia: Common co-occurring disorders

According to the International Dyslexia Association, ADHD and dyslexia frequently overlap; in fact, the group estimates that 30% of those with dyslexia have co-occurring ADHD.

While these disorders do often occur together, it’s important to note that they do not cause each other. That said, we tend to see compounding effects when a student has both.

Picture a student who is struggling to read because they have dyslexia and the extra effort they have to exhibit to decode words, recognize spelling and comprehend the text. Now add difficulty focusing or sustaining attention. It makes the reading task even harder, often overloading their cognitive abilities. If this is a regular experience, it can impact not only the student’s academic performance but also their mental health.

When students with disorders like ADHD and dyslexia aren’t diagnosed and given appropriate supports in a timely manner, we may see them begin to shut down and withdraw or perform lower than expected. As a result, failing to recognize these two disorders early on can have a significant impact on academic performance over time. Yet, differential diagnosis can be challenging because they can present with similar symptoms to each other as well as symptoms that match those of other conditions.

The quiet struggle in girls

ADHD and dyslexia also tend to present differently in girls, which may make diagnoses even more complex. For example, people most commonly associate ADHD with hyperactivity, which speaks to the Hyperactive-Impulsive presentation, but this neglects the other two presentations: Inattentive and Combined. Boys tend to exhibit symptoms of the hyperactive type (such as difficulty sitting still and trouble with impulsivity), while girls tend to exhibit symptoms associated with the inattentive type (such as difficulty staying focused or following instructions). Because they’re not causing problems behaviorally, they tend to get overlooked for ADHD screening.

The case is similar for dyslexia. Girls may develop compensatory strategies (PDF | 173.66 KB) around reading difficulties, such as being quieter or sitting at the back during class. In contrast, boys may be more likely to act out behaviorally when frustrated, which can lead to a higher likelihood of being referred for screening and evaluation.

When students continually internalize their struggles in the classroom and beyond, it can turn into mental health issues down the road. We see that depression, anxiety and other issues can manifest as a result of having undiagnosed ADHD and/or undiagnosed dyslexia. That’s why we encourage educators to use their observational skills to notice the more nuanced signs of these disorders that students might exhibit.

Sounding the alarm to rally support

Educators are the first line of defense. Their opportunity to observe children on a regular basis enables them to be attuned to behaviors that are out of the ordinary. Teachers can recognize when a student is having more difficulties than their peers, but they may not be sure what the specific signs indicate. And that’s perfectly OK — what’s critical is that they raise a flag if they see something they believe could be impacting a student’s learning.

In the education field, we know that teamwork is essential, which is why we encourage educators at all levels to be attuned to the signs and symptoms of ADHD and dyslexia. Even if you're unsure how all of it fits together, by recognizing who might be a referral candidate, you can rely on the team approach that we’ve found to be beneficial for all involved.

Finally, we urge educators to pay particular attention to the girl who sits quietly in the back, seemingly lost in thought, who’s struggling with her reading comprehension. Picking up on those subtle signs could be the key to changing her trajectory in school and in life.

Want to know more about these disorders? Check out our Dyslexia Resource Center and/or our ADHD Resource Center.