Parent and sibling perspectives on ADHD: A cross-cultural study in Kenya and the UK

Abstract

This qualitative study explored parent and sibling perspectives on ADHD in two different cultural contexts: Kenya and the UK. Although the prevalence and characteristics of ADHD appear to be similar across cultures, the lived experience may vary as a result of different social attitudes, and approaches to diagnosis and treatment. However, most research has focused on WEIRD (Western, Educated, Industrialized, Rich, and Democratic) samples, and it is important to broaden the evidence base to different cultural settings. We carried out semi-structured interviews with parents and adult siblings of individuals diagnosed with ADHD. Using Interpretive Phenomenological Analysis (IPA), we identified five superordinate themes: 1) Lack of accurate information, 2) Family Experience, 3) Access to support, 4) Healthcare System and 5) Education System, reflecting 12 subthemes. There were striking similarities in the descriptions of personal experiences across cultures, both in terms of family dynamics, and in relation to a lack of support outside the family. Differences in experience across countries reflected structural differences in the educational and health systems of the UK and Kenya. While in Kenya the challenge faced by families was in the lack of formal support structures, families in the UK reported that despite formal recognition and support for ADHD, there was a frustrating failure of effective implementation. These findings highlight the interface between the lived experience at the personal level and the social and national structures that help to shape that experience, and underscore the importance of considering this in a broader range of cultural contexts.