Summary
The words we use to describe ADHD matter. Language can shape how ADHD is understood by researchers, clinicians, services, families, the public, and people with lived experience.
This work focuses on respectful and compassionate language in ADHD research and practice. It aims to support more thoughtful conversations about ADHD terminology, including how we describe ADHD, people with ADHD, ADHD-related experiences, support needs, strengths, difficulties and impact.
This project is being developed through a Special Interest Group on Language Use and ADHD within EUNETHYDIS. The group brings together international researchers, clinicians and people with lived experience to explore how language is currently used, how it is experienced by different groups, and how terminology can be made more respectful, accurate and useful.
The aim is not to police language or create rigid rules. Instead, this work encourages reflection, discussion and greater awareness of how words can either reduce or reinforce stigma.
What we have done
We first developed an international comment paper on respectful language in ADHD research. This paper highlighted why language matters, how terminology can influence understanding of ADHD, and why researchers and clinicians should consider the impact of the words they use.
The paper also raised the need to move beyond language that is overly negative, deficit-focused or stigmatising. It encouraged a more balanced approach that recognises both the challenges associated with ADHD and the wider social, environmental and personal context in which those challenges occur.
We are now developing three linked papers:
Together, these studies aim to build a stronger evidence base around how ADHD is described across countries, languages, professional groups and lived experience communities.
What did we find?
Our work highlights that there is no single term or phrase that will be preferred by everyone. Language preferences vary between people, communities, professional groups, countries and languages. They also change over time.
However, some broad messages are emerging.
Language that presents ADHD only as a deficit, abnormality or problem can feel stigmatising and may reinforce negative assumptions. Terms such as “normal” and “abnormal”, “healthy controls”, “disease”, “cure” or language that suggests people with ADHD are broken or need to be fixed can be harmful.
At the same time, ADHD can have a significant impact on daily life, education, work, relationships, mental health and wellbeing. It is therefore important that respectful language does not minimise difficulties or make it harder for people to access support, treatment, adjustments or services.
A key challenge is finding language that is accurate, compassionate and useful. This means recognising ADHD as a neurodevelopmental condition, acknowledging both strengths and challenges, and describing difficulties in relation to real-life functioning, support needs and context.
This work suggests that researchers and clinicians should ask:
Publications and training
Published paper
French, B., Dekkers, T. J., Barclay, I., Black, M. H., Bölte, S., Daley, D., Ernst, J., Groom, M., van Hulst, B. M., de Jong, M., Kaiser, A., Kerner auch Koener, J., Kuntsi, J., Michelini, G., Price, A., Purper-Ouakil, D., Rijmen, J., Wiersema, J. R., Wynchank, D., & Martin, J. (2025). The power of words: respectful language in ADHD research. The Lancet Psychiatry.