ADHD & Girls

Differences in presentation

One of the key differences lies in how hyperactivity shows up. For many girls and women with ADHD, hyperactivity is not always physical. Instead, it is often cognitive.

This internalised hyperactivity can present as very busy brains, filled with rumination, catastrophising, worrying, and overthinking. These mental patterns can be intense and exhausting, yet they are not always immediately visible. As a result, girls with ADHD may be overlooked or misunderstood, despite experiencing significant internal challenges.

Cognitive hyperactivity and sensory processing

When cognitive hyperactivity is present, girls often become highly interested in detail. At the same time, their sensory processing systems may activate as a way to support calmness. Sensory input can help regulate those busy brains, offering a grounding effect when thoughts feel overwhelming or constant.

In some cases, reducing or “dumbing down” this internal hyperactivity requires help, support, and practical strategies. Approaches that calm sensory systems can be particularly helpful. This might include sensory interactions, sensory activities, or sensory toys that provide soothing input and help bring the nervous system back to balance.

These strategies are not about removing stimulation altogether, but about offering the right kind of sensory engagement to support focus and emotional regulation.

The role of movement and physical activity

Movement plays an important role in supporting girls with ADHD. Opportunities for activity can help regulate both the body and the mind. Encouraging movement might look like supporting girls to take up hobbies such as running, trampolining, or other activities that get the body moving.

Physical movement can help settle internal restlessness and support calmer cognitive processing. It also offers an accessible and practical way to help manage hyperactivity without trying to suppress it. By integrating movement into everyday life, girls are given an outlet that aligns with their natural needs.

Supporting attention through organisation

Attention challenges in ADHD are often closely linked to organisation. For girls, disorganisation can trigger panic, especially when tasks are left until the last minute. Supporting organisational skills can reduce this sense of overwhelm and help girls feel more in control.

Simple structures can make a significant difference. For example, colour-coding school timetables to match items in a pencil case or book covers has been helpful for many girls. These visual systems support clarity and reduce cognitive load, making it easier to stay organised and focused.

Although ADHD is often associated with a “spatter paint” picture of chaos, organisation should not be dismissed. In fact, offering opportunities for organisation can be extremely supportive when done thoughtfully.

Structure without overwhelm

When considering the disorder element of attention deficit and hyperactivity, structure plays a key role. However, it must be the right kind of structure. Systems should support girls rather than push them into panic or leave them feeling overwhelmed.
The goal is to strike a balance between structure and excitement, movement and calm. Keeping interests going while providing supportive frameworks helps girls engage without feeling restricted or pressured.

Homemade structures are particularly effective because they allow for flexibility and change. It is much easier to adjust a homemade schedule or system, from pink and sparkly to black and matte, than to rely on rigid or expensive solutions. Flexibility and fluidity are essential when putting structures in place, especially when addressing organisational and executive functioning challenges.

Rethinking support for girls with ADHD

Supporting girls with ADHD often means changing the way we think. By focusing on flexibility, sensory regulation, movement, and supportive organisation, it becomes possible to meet girls where they are. Small, thoughtful changes can help calm busy brains, reduce overwhelm, and support attention in ways that feel manageable and empowering.
These considerations offer valuable ways to better understand and support girls with an ADHD profile, using approaches that are practical, adaptable, and grounded in real experiences.

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Here, Anne-Marie Harrison, Education Director from Ideas Afresh, explores how involving girls in movement, activities, and meaningful hobbies can help regulate their nervous system. She also shares practical strategies to boost attention and organisational skills, helping them manage and reduce anxiety.