Understanding ADHD: Breaking the Silence on a Misunderstood Condition
- Rabia Basri Foundation
- 5 days ago
- 5 min read
At the Rabia Basri Foundation, our mission is to promote inclusive education, mental health awareness, and support for neurodivergent individuals. One of the most commonly misunderstood neurodevelopmental conditions we advocate for is Attention-Deficit/Hyperactivity Disorder (ADHD). This blog post aims to raise awareness, correct misconceptions, and encourage early identification and support—particularly in the Pakistani context, where ADHD remains underdiagnosed and poorly understood.
What Is ADHD?
ADHD is a neurodevelopmental disorder that affects how the brain regulates attention, impulse control, and activity levels. Despite its name, ADHD doesn’t mean a person lacks attention—in fact, many individuals can hyperfocus on activities they enjoy.8 The core symptoms are:
Inattention: Difficulty staying on task, being disorganized, or losing focus.
Hyperactivity: Fidgeting, restlessness, or inappropriate physical movement.
Impulsivity: Acting without thinking, interrupting others, or struggling with patience.
A diagnosis is based on the presence of persistent symptoms that have occurred over a period of time and are noticeable over the past six months.5 ADHD affects approximately 8.4% of children and 2.5% of adults worldwide.1,2 However, in Pakistan, these numbers might be significantly underestimated due to limited awareness, stigma, and lack of proper screening protocols.3
ADHD in Pakistan: An Unseen Crisis in Mental Health
Despite its high global prevalence, ADHD remains largely unrecognized and underdiagnosed in Pakistan. The lack of awareness surrounding neurodivergence has resulted in a critical gap in mental health care and educational support systems. While children with ADHD around the world are increasingly being diagnosed early and provided with interventions that help them thrive, Pakistani children often fall through the cracks—misunderstood, mislabeled as lazy and disruptive, and left unsupported.
A recent study revealed that 34.8% of medical students in Pakistan screened positive for adult ADHD, with inattentive symptoms being the most dominant. Most of these students had never received a formal diagnosis or treatment, even though many also experienced co-occurring psychological conditions like anxiety and depression. These findings suggest that ADHD is not only prevalent but also significantly underdiagnosed among high-functioning individuals—even those within the medical field.4
This alarming data aligns with broader concerns voiced in local psychiatric literature. According to a report published by the Journal of the Pakistan Medical Association, Pakistan suffers from a severe lack of research, infrastructure, and awareness around ADHD and neurodivergent conditions. Standardized diagnostic tools, such as behavioral rating scales and full psychological evaluations, are rarely used in clinical practice. As a result, many children continue to struggle without a name for their condition—or the support they desperately need.3
Furthermore, cultural misconceptions often stigmatize neurodivergent behavior. Children exhibiting hyperactivity or inattention are too often punished for "bad behavior," while parents and teachers may interpret their struggles as laziness or poor discipline. Girls with ADHD, especially those with the inattentive subtype, are frequently overlooked due to the subtler nature of their symptoms.
To address this crisis, the medical community must lead efforts to break the stigma around neurodivergence and reframe ADHD as a manageable, valid neurodevelopmental disorder. Early screening at the primary school level could lead to earlier diagnosis and intervention—enabling children to receive behavioral therapy, educational accommodations, and, when necessary, medical treatment. These interventions have the power to transform academic performance, social relationships, and long-term mental health outcomes.
Differences in Boys and Girls
ADHD is often diagnosed in boys more than girls, but not necessarily because boys are more affected. Boys typically display hyperactive behaviors, making symptoms more visible in school settings. Girls, on the other hand, may exhibit inattentive symptoms—such as daydreaming or being quietly disorganized — which are often overlooked.5, 7
ADHD comes in three types:
Predominantly Inattentive
Predominantly Hyperactive/Impulsive
Combined Presentation
Regardless of type, ADHD can significantly disrupt academic performance, relationships, and daily functioning if left untreated.
Debunking Common Myths
Let’s set the record straight on some widespread myths 6 :
Myth #1: ADHD is a fake condition.
Fact: Brain imaging and genetic studies consistently confirm it is a legitimate neurobiological condition.
Myth #2: ADHD is overdiagnosed.
Fact: Many children, especially in marginalized groups, are actually underdiagnosed and undertreated. The current rise is a symptom of more inclusive diagnostic criteria and increased awareness.
Myth #3: It’s just a childhood problem.
Fact: ADHD often continues into adolescence and adulthood, although symptoms may evolve. Many people only get diagnosed well into adulthood.
Myth #4: Children with ADHD are always hyperactive.
Fact: Inattentive ADHD—especially common in girls—is often quiet and less disruptive, but equally challenging.
How ADHD Impacts Learning and School Life
Children with ADHD often struggle with organization, time management, and sustained focus— skills critical for academic success. Without proper support, they may fall behind, leading to frustration and behavioral issues.7,8 Unfortunately, in Pakistan, neurodiverse learners are rarely accommodated with modified curriculums, structured classrooms, or trained teachers.
We believe in inclusive education. Children with ADHD can succeed if provided with:
A structured classroom setup
Modified teaching strategies
Positive reinforcement
Access to therapy and support systems
Treatment and Support
ADHD treatment typically combines behavioral therapy and medication. For younger children, Parent-Child Interaction Therapy (PCIT) and parent training programs are effective. Teachers and caregivers can make a tremendous difference by:
Creating a consistent daily routine
Using visual planners and organization checklists
Setting realistic goals and praising effort
Offering clear consequences and calm redirection
Providing quiet, clutter-free study spaces
Moving Forward: What Pakistan Needs
Pakistan urgently needs nationwide ADHD awareness campaigns, school-based screening programs, and training for educators and pediatricians. Breaking the stigma around ADHD is vital. These children are not “naughty” or “slow”—they are neurodiverse, and with the right support, they can thrive academically, socially, and emotionally.
At the Rabia Basri Foundation, we are committed to advocating for neurodivergent inclusion in education. ADHD does not define a child's potential—it only shapes the way they learn and express themselves. Together, let’s build a society that sees their strengths, not just their struggles.
Resources
1 Danielson, M.L., Bitsko, R.H., Ghandour, R.M., Holbrook, J.R., Kogan, M.D., Blumberg, S.J. (2018). Prevalence of Parent-Reported ADHD Diagnosis and Associated Treatment Among U.S. Children and Adolescents. J Clin Child Adolesc Psychol, 47(2),199-212. doi: 10.1080/15374416.2017.1417860. https://pubmed.ncbi.nlm.nih.gov/29363986/
2 Simon, V., Czobor, P., Bálint, S., Mészáros, Á., Bitter, I. (2009). Prevalence and correlates of adult attention-deficit hyperactivity disorder: meta-analysis. British Journal of Psychiatry, 194(3), 204-211. https://www.cambridge.org/core/journals/the-british-journal-of-psychiatry/article/prevalence-and-correlates-of-adult-attentiondeficit-hyperactivity-disorder-metaanalysis/FBBDADEA596D69D26F49318ECAD410C4
3 Javid, A., Ahmed, M., & Sikandar, E. (2024). Breaking ground on ADHD diagnosis in Pakistan. Journal of the Pakistan Medical Association, 74(3), 613–613. https://doi.org/10.47391/JPMA.10119
4 Sabir, H., Khan, M., Imran, K., Nisa, Z. U., & Amer, S. A. (2024). The prevalence of undiagnosed attention-deficit/hyperactivity disorder among undergraduate medical students: a survey from Pakistan. BMC Psychiatry, 24(1), 845. https://doi.org/10.1186/s12888-024-06182-4
5 Elmaghraby, R., Garayalde, S. (June, 2022). What is ADHD? American Psychiatry Association. https://www.psychiatry.org/patients-families/adhd/what-is-adhd
6 Cleveland Clinic. (2024, May 13). 7 Myths (and the Facts) About ADHD. https://health.clevelandclinic.org/myths-about-adhd
7 National Institute of Mental Health. (2024, December). Attention-Deficit/Hyperactivity Disorder (ADHD). U.S. Department of Health and Human Services, National Institutes of Health. https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd
8 Cleveland Clinic. (2025, December 2). ADHD. https://my.clevelandclinic.org/health/diseases/attention-deficithyperactivity-disorder-adhd
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