Teacher Internalization of the Model Minority Myth & ADHD Underdiagnosis in Asian American Students

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It is one of the most prevalent neurodevelopmental disorders in the United States, affecting approximately one in nine children as of 2022. Still, ADHD remains significantly underdiagnosed among Asian American (AA) children. This narrative review explores the role of teacher bias—particularly the internalization of the Model Minority Myth (MMM)—in contributing to the underdiagnosis of ADHD in AA students. The MMM stereotypes AA as uniformly high-achieving and well-behaved, which stands in conflict with expectations and perceptions of ADHD. Teacher perceptions of race and assumptions about academic performance have been found to impact the referral and identification of students for mental health and special education (special education) school services. In both of these contexts, AA students remain overlooked and underrepresented. This narrative review synthesizes existing research on racial disparities in ADHD diagnosis, the influence of teacher bias and stereotypes, and the implications of the MMM on academic achievement.