What is the quality of ADHD content on TikTok, and how might this affect self-diagnosis? A systematic literature review

Children and young people (CYP) increasingly use TikTok as a primary source of information, including content related to attention deficit hyperactivity disorder (ADHD). This systematic literature review examined the quality of ADHD-related material on TikTok, its influence on self-diagnosis, and the implications for educational psychologists (EPs). Five studies met the inclusion criteria. Their quality was appraised using Gough’s Weight of Evidence framework, the Mixed Methods Appraisal Tool (MMAT), and the Joanna Briggs Institute (JBI) randomised control study checklist, with all papers rated as high quality. A thematic synthesis approach was used to integrate findings across studies. The review identified significant misinformation on TikTok, including content that pathologises typical behaviours and contributes to inaccurate self-diagnosis. CYP are particularly drawn to personal, entertaining, and relatable narratives, which, while engaging, frequently contain inaccuracies. EPs have a role in promoting digital literacy, supporting schools to help CYP critically evaluate online content, and addressing misconceptions. However, it is important not to dismiss information solely based on its source; CYP and their parents or carers should have their perspectives acknowledged and explored, regardless of where their understanding originates.