Women with late-diagnosed ADHD – why it’s a social work issue

In the first of a series on neurodiversity and social work Daisy Long, who was diagnosed in later life, speaks up for the ‘lost generation’
Daisy Long
Daisy Long

ADHD is a lifelong neurodevelopmental condition, but for many women, recognition comes several decades too late. The dominant image of ADHD has long been a hyperactive boy bouncing off classroom walls, and girls and women, by contrast, often present with inattentiveness, internal restlessness, and emotional dysregulation – symptoms that are easier to miss or misinterpret. 

The result? A generation of women navigating life without the language or support they needed.

As someone who is both a social work leader and a woman diagnosed later in life, I've experienced both the relief of understanding my brain and the grief of years spent masking, overcompensating, and self-blaming.

Researchers often refer to us as the "lost generation". We grew up in systems designed around male presentations, learned to mask our struggles, and internalised blame for executive dysfunction. Many reached adulthoods without answers, carrying shame and exhaustion as constant companions. 

Late diagnosis can feel liberating, but it also brings grief for lost years. And here's something powerful: this lost generation isn't just among the people we support – it includes many of us in the profession. 

That shared experience can be a leveller. When acknowledged ethically, it builds empathy, dismantles hierarchy, and challenges the myth that professional status shields us from structural inequities. It doesn't.

Why this is a social work issue

This isn't niche. It cuts across every area of practice. In child and family work, undiagnosed parental ADHD can affect routines and consistency at home. ADHD is heritable, so children may also need early screening. 

In adult mental health, ADHD often sits behind "treatment-resistant" anxiety or depression. 

In safeguarding and domestic abuse, impulsivity and low self-esteem can increase vulnerability. 

And in education and employment, women without a diagnosis may face disciplinary action or repeated job loss.

ADHD behaviours can also mimic trauma responses, making holistic and strengths-based assessment and support even more critical. Trauma and ADHD often coexist, and share overlapping symptoms. 

Misdiagnosis often leads to ineffective interventions, with many women treated for multiple mental health concerns before recognising that the issue is in fact neurological rather than psychiatric. 

For social workers, this is about equity and ethics, challenging gender bias, long waits, and systemic barriers that keep women labelled and invisible.

The politics behind the delays

ADHD pathways are shaped by policy, funding, and by male narrative power. And historically that narrative is male – male researchers, male research subjects, male specialists – overlooking women’s lived experiences.

Today, demand for assessment is soaring, but NHS waiting lists stretch for years, and post-diagnosis support is inconsistent. According to the official figures, as of mid-2025, over 668,000 people in England may be waiting for an ADHD assessment.

The 2025 interim report from the Independent ADHD Taskforce makes it clear –ADHD is not solely a health issue. It demands cross-departmental action across education, justice, employment, and social care. 

The report calls for early, needs-led support that doesn't hinge on clinician-defined diagnosis and highlights the economic cost of inaction, estimated at over £17 billion annually.

Workplace policy is another fault line. Equality legislation exists, but implementation is inconsistent. Many neurodivergent social workers still fear disclosure because adjustments aren't guaranteed. 

And then there's the public narrative: when ADHD in women is framed as a fad, stigma grows; when it's framed as a valid neurodevelopmental difference, doors open. Social workers can, and should, use their advocacy voice to challenge and shift these narratives.

What good practice looks like

  • Start with a gender-sensitive assessment
  • Ask about lifelong patterns, masking strategies, and internal restlessness, not just visible hyperactivity
  • Use strengths-based language and avoid pathologising labels like "lazy" or "disorganised"
  • Adopt a trauma-informed stance
  • Validate the shame and stigma many women carry
  • Consider how ADHD and trauma interact in case formulations and safety planning
  • Think intersectionality. Gender doesn't exist in isolation – ethnicity, class, and caring roles all shape experience
  • Advocate for culturally responsive psychoeducation and equitable access to assessment and treatment

And don't forget the family context. ADHD is often intergenerational, so consider whole-family approaches and routines that support executive function.

Support planning should be holistic. Yes, offer practical scaffolding, time-management tools, and sensory regulation strategies, but also create space for identity work and self-compassion. 

Signpost ADHD-informed therapy or coaching, and, where appropriate, medication pathways. Support planning must also evolve. Peer-led and PWLE (People with Lived Experience) models must be resourced and embedded as core components of a strengths-based approach. This offers more than support, it offers safety, validation, and cultural resonance. 

Neurodivergent-informed environments allow for unmasking, authenticity, and community. They are not optional extras; they are essential infrastructure.

When the social worker has ADHD too

Neurodivergent social workers are everywhere in our profession, with many of us diagnosed late. We bring creativity, empathy, and hyperfocus under pressure – strengths that can ultimately benefit practice. But without adjustments, the job can be tough. Remote work, for example, can amplify distractibility without structure. 

Creating neuroinclusive workplaces shouldn’t be optional; it's essential for retention and wellbeing. That means supervisor training, flexible scheduling, clear communication, and peer support networks all need to be developed, and neurodiversity becomes embedded in our EDI strategies, not just an afterthought.

Lessons from practice

Across the UK, lived experience and practice-based evidence show that multi-layered support is essential for meaningful inclusion of neurodivergent individuals, especially women, racialised communities, and those diagnosed later in life. 

ADHD coaching tailored for women has been shown to be effective, particularly for helping to rebuild confidence, improve emotional regulation, and develop practical coping strategies. 

Creating psychologically safe working environments, where neurodivergent people feel able to disclose their needs is key. Disclosure in the workplace can be a frightening experience, especially for women and racialised individuals who may fear stigma or misunderstanding. 

Receiving gender-sensitive neurodiversity training means that managers and supervisors are better equipped to respond supportively, make reasonable adjustments, and foster inclusive cultures within teams.

Systemic change is possible when policy, supervisor development, and peer-led initiatives come together. The British Association of Social Workers (BASW) Neurodiversity Pledge is a strong example. Developed by neurodivergent social workers and backed by the Social Workers Union, the pledge calls on employers to create neuro-inclusive workplaces, appoint neurodivergent champions, and embed inclusive practices into organisational culture.

Without organisational culture change and policy advocacy, progress stalls. Inclusion must be embedded at every level – personal, relational, and systemic.

Practical takeaways

  • For practitioners: normalise ADHD as a different way of seeing and experiencing the world, not a moral failing. Offer structured scaffolding – shared to-do lists, focus sprints, body doubling, visual schedule, and build sensory-friendly spaces
  • For managers: agree on reasonable adjustments, provide written follow-ups, and create clear disclosure pathways. Train supervisors in neuroinclusive practice and celebrate strengths in appraisals
  • For organisations: audit policies against the BASW pledge, embed neurodiversity in HR and wellbeing strategies, and advocate for shorter assessment waits and robust post-diagnosis support

Late-diagnosed ADHD in women isn't a side issue – it's a structural equity challenge that touches every corner of social work. 

As someone who has lived through this experience, my call is simple: embed neurodiversity-aware, gender-sensitive practices and train managers. Build peer networks. Use your voice as an advocate to change systems. Let's make sure the next generation isn't lost.

Look out for the next spotlight on social work and neurodiversity in the printed version of PSW published in November.

Daisy Long is a registered social worker and chief executive of a social work consultancy and training organisation. She is also visiting fellow at the National Centre for Post Qualifying Social Work at Bournemouth University and special visiting lecturer at University of Wolverhampton.