Although attention-deficit/hyperactivity disorder (ADHD) is recognised globally, the measures used to assess and manage it are largely based on Western behavioural norms. These EMIC-derived tools raise concerns when imposed across diverse populations, particularly given evidence that ADHD may be perceived differently across cultural groups. While existing research underscores variability in how ADHD symptoms are recognised, assessed, and responded to, the mechanisms that drive these differences remain poorly understood. As efforts continue to develop globally equitable assessment practices, it becomes increasingly important to explore how sociocultural factors shape the evaluation of ADHD symptoms and related behaviours.

To address this, the present study used an experimental vignette methodology to explore how parents and teachers from differing cultural contexts rate ADHD-related behaviours, determine the need for diagnosis, and recommend management strategies. In addition, a battery of questionnaires assessed participants’ ADHD knowledge, etiological beliefs, attitudes, and cultural values to investigate how these variables contribute to assessment decisions.

Preliminary findings reveal significant cross-cultural variation in parents' and teachers’ ratings and referral decisions. Participants’ understanding of ADHD, their beliefs about its causes, and their cultural values were all found to influence how ADHD-related behaviours were interpreted and whether they were viewed as requiring clinical attention.

The present findings contribute to ongoing efforts to strengthen the cultural validity of ADHD assessments by highlighting the limitations of applying Western, EMIC-based frameworks to non-Western populations. They also emphasise that parents, educators, and clinicians should consider sociocultural influences when conducting and interpreting ADHD assessments. Finally, the results highlight the risks of relying on diagnostic criteria that lack cross-cultural validation and reinforce the need for culturally responsive practices grounded in ETIC-informed understandings of behaviour. Suggestions for moving toward a culturally modified assessment of ADHD are proposed.

At the conclusion of this event, attendees will be able to:

1. Recognise and describe how cultural beliefs, values, and contextual factors influence the interpretation and assessment of ADHD-related behaviours by parents and teachers.

2. Analyse the cultural assumptions embedded in widely used ADHD assessment tools and critically evaluate the limitations of their use in culturally diverse populations.

3. Implement culturally responsive strategies to improve the identification and assessment of ADHD in educational and clinical settings.