Attention‐Deficit/Hyperactivity Disorder (ADHD) in Somali Children: A Qualitative Secondary Study of Psychological, Educational, and Social Effects

Attention-Deficit/Hyperactivity disorder (ADHD) is a neurodevelopmental condition characterized by persistent inattention, hyperactivity, and impulsivity, affecting both functioning and development (American Psychiatric Association, 2013; Barkley, 2015). Research conducted globally and within Africa indicates that children diagnosed with ADHD encounter significant educational, social, and emotional difficulties, a situation frequently exacerbated in environments with limited resources and those affected by conflict (Polanczyk & Rohde, 2014; Schulze et al., 2023). This qualitative secondary study investigates the psychological, educational, and social ramifications of ADHD on Somali children, achieved through the synthesis of evidence derived from reviews of ADHD within Africa, studies concerning child mental health in Somalia, and qualitative research focused on Somali perspectives regarding mental disorders and neurodevelopmental disabilities (Guerin et al., 2004; Naeem et al., 2024; Schulze et al., 2023). This study utilizes a narrative review and thematic analysis, referencing peer-reviewed journals, reports from the World Health Organization and UNICEF, publications from non-governmental organizations, and case studies focused on Somali or analogous environments. The analysis identifies several critical themes: academic challenges and classroom disturbances, behavioral conflicts and the implementation of severe disciplinary actions, social ostracism and occurrences of bullying, emotional turmoil and reduced self-worth, as well as a considerable strain on caregivers, all situated within a framework marked by stigma and insufficient service availability (Naeem et al., 2024; Schulze et al., 2023; Willcutt et al., 2012).The results are analyzed through the lenses of neurodevelopmental, behavioral, and ecological systems, illustrating the interplay between biological predispositions and cultural norms, educational settings, and vulnerable healthcare infrastructures in determining the trajectories of Somali children exhibiting ADHD-like characteristics (Bronfenbrenner, 1979; Barkley, 2015). This research posits that ADHD is probably underdiagnosed and inadequately addressed within the Somali child population, advocating for culturally sensitive awareness initiatives, fundamental psychosocial and educational strategies, and additional primary qualitative investigations to guide policy and practical applications.