Gendered school expectations and ADHD recognition in an Ultra-Orthodox Jewish community: a qualitative study of parents, educators, and therapists

Findings highlight the complex interplay between gender, education, and ADHD recognition within a religiously structured community. While systemic barriers persist, evolving school practices and increased parental advocacy suggest gradual shifts toward more inclusive ADHD support. These insights underscore the need for culturally sensitive interventions, increased teacher training on ADHD, and expanded learning models to accommodate neurodiverse students. Future research should further explore gendered ADHD experiences in other religious and traditional educational settings.