Does Your Child Think They Have ADHD, Autism, or Anxiety?

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In my practice, I've seen a notable shift: More children and teenagers are initiating requests for neuropsychological evaluations. They arrive informed, detailing symptoms of attention-deficit/hyperactivity disorder (ADHD), autism, learning disabilities, depression, and anxiety, and how these disorders impact their lives. This contrasts sharply with the past, when parents primarily drove these evaluations, and teens often resisted. Now, these young people are vocal, prompting their parents to seek help and articulating their struggles with school, social life, and emotions.

This trend extends beyond my practice. One study of more than 100 psychiatrists attending the American Academy of Child & Adolescent Psychiatry’s annual meeting indicated that 74 percent of respondents reported that they “somewhat often” or “very often” see patients who believe that they suffer from a psychiatric or neurological condition because of what they saw online (Weigle, 2023). While social media certainly plays a role, there are many contributing reasons for the increasing number of teens and preteen kids identifying as neurodivergent.

Increased Access to Information and Reduced Stigma

One major factor is the increased accessibility of information online. While TikTok and social media's influence is undeniable and warrants its own dedicated discussion, the broader internet has made information about psychiatric disorders readily available. Kids are exposed to a wealth of knowledge about psychiatric and medical issues, sometimes accurately, sometimes not, leading to increased awareness but also potential misinterpretations. And it’s not just about their health. Via their cell phones, they know too much about global issues and conflicts, which can lead to increased personal stress levels. This information access, coupled with a reduction in the stigma surrounding mental health, means kids are more likely to recognize and discuss their struggles.

In my evaluations, I've seen several teenagers and even preteens come prepared with a written list of symptoms (on their phones, of course) of their ADHD, dyslexia, or anxiety. They've often convinced their parents of their need for assessment. I’ll frequently administer a series of matching parent and self-report questionnaires asking about anxiety, ADHD, executive functions, and depression. Many teens in the past might have responded to these questionnaires with an attitude of "There's nothing wrong with me," but, more recently, especially post-COVID-19, they often report similar or even higher levels of concern than their parents.

Broader Societal Awareness and Potential Secondary Gains

Increasing recognition of mental health issues and learning differences, and access to help, is not only occurring in kids. There’s more awareness on the part of adults, teachers, and clinicians. In addition to questionable information available on many social media and commercial websites, it has also become easier to obtain reliable information about disorders such as ADHD, autism, dyslexia, and psychiatric disorders on certain websites. There are also increasing numbers of clinicians available both in schools and elsewhere. The United States currently employs more than 1 million mental health practitioners across various fields such as psychology, psychiatry, social work, and counseling; this workforce is projected to expand significantly faster than other U.S. occupations, fueled by increasing awareness of mental health, broader insurance coverage, and decreasing stigma around seeking care (Bureau of Labor Statistics, 2024).

Social contagion also plays a role (Haltigan et al., 2023). Kids might identify symptoms they don't truly have due to what they see or hear online. Diagnostic changes, like the shift to autism spectrum disorder in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders, have also broadened diagnoses. A reduction in stigma regarding mental health issues or getting assistance also plays a role. Additionally, there’s a status element. Having a therapist or a diagnosis can feel like a unique identifier.

Teenage years, frequently characterized by moodiness, irritability, and oppositionalism, may naturally be a source of discomfort. Teens searching for explanations for unhappiness or underachievement now have a new and acceptable understanding of these feelings, both for themselves and their parents. A diagnosis can offer an answer, a reason why things are challenging. This can be especially true in high-pressure academic environments where achievement is heavily emphasized.

Parents have also begun to recognize that psychiatric diagnoses often lead to accommodations in school. Students may receive more time for testing, extra help, or access to school clinicians. Kids realize that a diagnosis might unlock support in school, making it a desirable outcome and helping them with struggles they experience in the classroom.

Teen speaking with a psychologist with concerns about their mental health and seeking an evaluation.

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The Role of Adolescent Development and Identity Formation

From a broader perspective, adolescence is a time of identity formation. Teens explore roles and seek feedback. Embracing a "neurodivergent" identity can provide a sense of belonging, a community, and a way to explain their experiences. It can also be a way to avoid responsibilities, but that is just one part of the picture.

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Additionally, adolescence is a developmental stage characterized by the emergence of formal operational thought (McLeod, 2024). Teens begin thinking abstractly, forming hypotheses, and systematically analyzing information. Combined with their unprecedented access to knowledge about the world and psychiatric conditions, this newfound cognitive ability may inadvertently exacerbate self-diagnosis. They might identify symptoms, construct theories about their experiences, and conclude they have a particular disorder without fully understanding the nuances and complexities involved. It is much easier to recognize and identify single symptoms than to understand one’s relative impairment, possible coexisting issues, functional impact, and developmental stage.

While a wealth of information about neurodivergence is readily available, understanding the complexities of mental health requires professional guidance. For teens and preteens, self-identification can be validating and helpful, but it’s essential to ensure accurate diagnosis and appropriate support. For parents and clinicians, it is crucial to maintain an open and empathetic approach, even if it appears that they may be pathologizing their distress rather than experiencing a psychiatric disorder. In this context, parents, clinicians, and educators can recognize the genuine struggles many young people face while ensuring they receive the appropriate care and support they need.

To find a therapist, visit the Psychology Today Therapy Directory.