This study explores how ADHD (Attention Deficit Hyperactivity Disorder) is understood and navigated through the narrative of a British Pakistani Muslim male with a late ADHD diagnosis. Using narrative oriented inquiry (Hiles & Cermak, 2008) which utilises stages from Lieblich et al (1998) narrative analysis and an accidental evocative autoethnographic approach to reflexivity, the research adopts an interpretivist and social constructionist epistemology to examine ADHD as a sociocultural experience. The global impression (holistic content) of the participant’s narrative reveals, through a redemptive story, how he navigates experiencing marginalisation pre diagnosis to becoming an advocate for change post diagnosis. The categorical content stage of analysis revealed four broad themes with aligning subthemes that captured the factors which shaped his identity and understanding of self pre and post diagnosis. Furthermore, it draws upon a TEP’s experiences of the research highlighting how the research was shaped from an insider researcher perspective and also what the research process revealed to me about the experiences of British Pakistani Muslim male’s journey with an ADHD diagnosis.
Abdullah’s journey reveals he goes through a process of (1) self exploration and identity formation from a young age which poses challenges in multiple domains outlined by the following subthemes: curiosity and exploration, navigating his identity through faith and culture, struggles with authenticity and personal growth and challenges. He describes how he develops his (2) understanding of ADHD through faith and culture, viewing ADHD as divine design, faith as a coping mechanism whilst contending with familial perceptions and community perceptions. His narrative also explores (3) the impact of being undiagnosed where he experiences mental health challenges, having to navigate workplace environments, challenges to his educational experiences and also social relationships. Furthermore, his narrative explores how his (4) post diagnosis and advocacy goals shape his experiences, whereby he goes through a series of emotions and reflections taking him from feelings grief to clarity, seeking support and resources himself and becoming an advocate for change in communities. The categorical form stage of the analysis highlights the cognitive processes and emotions he used to convey his story including mental verbs, rhetorical questioning and laughter whilst recalling emotional and happy moments. Furthermore, the critical analysis stage explores how he positions himself in the narrative as a curious, spiritual, marginalised self to an advocate for the ADHD community.
This study advocates for culturally responsive educational psychology practices to improve assessment, support and early identification in minority communities. It also highlights the need for more culturally diverse voices within the field. Furthermore, it positions narrative storytelling as a valuable resource to deepen the understanding of minority children and young people’s experiences of ADHD.
