Self-view and Relationships Following Prescription of ADHD Medication in Childhood

Background: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most widely diagnosed psychological presentations in childhood. Medication is commonly prescribed, however our understanding of the experiences of those who take medication in childhood is limited, especially in considering longitudinal, systemic, and contextual factors.

Aims: This study aimed to explore the experiences of young people following prescription of medication for ADHD through the eyes of their adult selves, considering longitudinal narratives and outcomes. Specifically, the aim was to investigate experiences around the developing self-view, authenticity, and social relationships, and situate these in a wider sociocultural context.

Methods: Eleven semi-structured interviews were conducted with participants from across the UK who were diagnosed and prescribed medication for ADHD in their childhood. Data was analysed using Reflexive Thematic Analysis.

Results: Findings were varied and enabled an exploration of different journeys and outcomes from childhood to adulthood. For some, medication hindered or promoted an authentic and integrated self-view based on how the ‘true’ self was perceived. Social relationships were hindered where medication caused a reduced desire and ability to socialise. Stigma, othering, and feelings of difference were universally reported, affecting individuals’ wellbeing. Many described a lack of agency in treatment-related decisions. A minority received academic support in school, and none remembered being offered psychosocial support for ADHD. Medication was seen as helpful for academic achievement by many; however, some reported no benefits, and adverse effects were also significant.

Conclusions: Findings suggest that a unidimensional medication-based treatment may not be sufficient to meet the needs of all young people diagnosed with ADHD. Young people need to be understood holistically and supported across contexts, beyond a focus on symptom reduction. Systemic changes are needed across education and healthcare, along with a shift in public perspectives through participatory action.