‘It Just Felt Pretty Normal’: Child and Adolescent Experiences of ADHD Assessments

A diagnosis of attention-deficit/hyperactivity disorder (ADHD) may impact identity development. It is imperative that children/adolescents are invited to participate in their care, yet this has not been examined in relation to ADHD assessments. This study examined child and adolescent experiences of undergoing ADHD assessment at the Child and Adolescent Mental Health Services (CAMHS). Semi-structured interviews were conducted with 14 children/adolescents (8 boys/6 girls), aged 10–18 years. Thematic analysis resulted in five themes. A consistent pattern was that assessment was described as ‘not a big deal,’ which points to a normalization of ADHD assessment and diagnosis. The assessment process seemed to be motivated primarily by a desire for support in school. Undergoing assessment contributed to increased self-awareness and seemed to confirm rather than alter identity. Better information beforehand and more stimulating appointments could improve participation. Neuropsychological testing was described as fun and contributed to more variation in the assessment procedures.