This research explores how adolescent females who have been diagnosed with attention deficit hyperactivity disorder (ADHD) experience secondary education in England and make sense of their identity. Within schools, responsibility for supporting this population is placed in the hands of teachers, though prior research suggests that teachers feel underconfident in their ability to do so. Informed by a notion from the disability rights movement ‘nothing about us, without us’ (Charlton, Nothing about us without us: disability oppression and empowerment. Berkeley, CA: University of California Press, 2000), this study places the voice of people with ADHD at the centre of research. Using an interpretivist approach, qualitative data was gathered through unstructured interviews with five participants and was analysed using interpretative phenomenological analysis (IPA). Findings suggested that participants' experiences of education and identity formation were shaped by internal cognitive differences in skills relating to executive function (EF) and sensory differences. The implications of social construction of the ADHD label had an impact, both on how participants understood their identities, and how teaching staff were reported to respond to ADHD‐traits which participants felt they had little control over. Participants reported differences in their perceived ability to self‐advocate and described experiences of attempting to adapt their ADHD‐traits to reduce the risk of social or educational sanction in response to their differences.

中文翻译：

---

“我有它，所以我理解它，我感觉到它”：英格兰患有多动症的青春期女性的中学经历

这项研究探讨了被诊断患有注意力缺陷多动障碍（ADHD）的青春期女性如何在英国接受中学教育并理解自己的身份。在学校内，支持这一群体的责任落在教师手中，尽管之前的研究表明教师对自己的能力缺乏信心。受残疾人权利运动的理念启发，“没有我们，就没有我们的事”（查尔顿，没有我们就没有我们：残疾人的压迫和赋权。加利福尼亚州伯克利：加州大学出版社，2000），这项研究将多动症患者的声音置于研究中心。使用解释主义方法，通过对五名参与者的非结构化访谈收集定性数据，并使用解释现象学分析（IPA）进行分析。研究结果表明，参与者的教育和身份形成经历是由与执行功能（EF）和感官差异相关的技能的内部认知差异决定的。 ADHD 标签的社会建构的含义对参与者如何理解自己的身份以及教职人员如何应对参与者认为自己无法控制的 ADHD 特征产生了影响。参与者报告了他们认为的自我倡导能力的差异，并描述了尝试调整他们的多动症特征以减少因他们的差异而受到社会或教育制裁的风险的经历。