Although sometimes perceived as a well-known condition, there are numerous aspects of Attention Deficit Hyperactivity Disorder (ADHD) which we do not fully understand.Given the preponderance of previous ADHD research with males, the need for understanding females' experiences of living with the condition is pressing. This article presents research findings from a study conducted in Ireland which examined the social and academic experiences of 17 young women (ages 13 to 20 years) who were medically diagnosed with ADHD. Findings reveal the significant and impeding impact that gender stereotypes commonly had on participants' trajectory towards obtaining an ADHD diagnosis, as teachers and clinicians alike often struggled to recognise participants' behaviours as symptomatic indicators of the condition. It is posited that an inequitable gendered cycle may be at work in how we generally conceptualise, recognise, and understand the condition.

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Identity matters? 'Working class' student teachers inIreland, the desire to be a relatable and inclusive teacher, and sharing the classed self.

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