New research published: The changing prevalence of ADHD?
A new publication released in the Journal of Affective Disorders on 18th May 2025 entitled “The changing prevalence of ADHD? A systematic review” has reported that there has been no rise in ADHD prevalence since 2020.
Highlights:
- The first review of the global prevalence of ADHD post-COVID-19.
- We found no conclusive rise in ADHD prevalence.
- Some fluctuations in ADHD incidence were seen.
- We identified significant limitations to the quality of data globally.
- Our understanding of the current demand for ADHD support remains limited.
Results:
Forty studies across 17 countries, with one study spanning 42 countries, were reviewed. No significant rise in ADHD prevalence was found, although incidence was found to vary during the COVID-19 pandemic. Only four of the included studies were at low risk of bias.
Conclusions:
Significant research gaps exist in determining ADHD prevalence and incidence. The highest quality findings do not suggest an increase in prevalence since 2020 but indicate some variability in incidence during the COVID-19 pandemic. Further research is urgently needed to guide clinical practice and public health policy.
Read the journal article: https://www.sciencedirect.com/science/article/pii/S0165032725008638
Reference: Alex F. Martin, G. James Rubin, M. Brooke Rogers, Simon Wessely, Neil Greenberg, Charlotte E. Hall, Angie Pitt, Poppy Ellis Logan, Rebecca Lucas, Samantha K. Brooks,
The changing prevalence of ADHD? A systematic review, Journal of Affective Disorders, 2025, 119427, ISSN 0165-0327, https://doi.org/10.1016/j.jad.2025.119427
What does this mean for UK schools?
An increased demand for ADHD diagnosis in recent years has put a significant strain on support systems, with the education sector reporting increased pressure to support pupils/students with complex needs. This review has examined forty studies across 17 countries and their conclusive headline is that there has been no rise in the prevalence of ADHD globally since 2020. This demand being experienced in schools might not solely reflect a rise in overall prevalence but could be influenced by other factors, such as increased awareness, reduced stigma, or changes in diagnostic pathways.
So, should you be reacting with any changes to your mental health and wellbeing strategy? Here’s a few pointers to get you thinking in the right direction:
- Wellbeing strategy needs to support the staff who are managing demands at individual settings, this will vary dependant on a variety of factors but ultimately you should acknowledge the reality of the reported demand.
- Invest in staff training to ensure they understand neurodevelopmental differences, can identify potential signs of ADHD and implement effective classroom strategies and adjustments.
- There is a lack of school-level data around ADHD prevalence so Schools and Local Authorities should advocate for or participate in better data collection efforts to understand the specific needs within their communities and schools.
- Build strong links with local Child and Adolescent Mental Health Services (CAMHS) and other health providers where possible, but focus on the support that your setting can provide independently.
- Ensure that school-wide mental health and wellbeing strategies create supportive environments, promote understanding among peers and staff, and have clear pathways for identifying and supporting students who may need additional help.
While this latest review doesn’t show conclusive evidence of a global rise in ADHD prevalence, it does highlight the need for better data from within educational settings. The continued focus at your setting must be on building your capacity to provide appropriate support for your whole school community with the resources you have available.
Global statistics might not show a clear rise in prevalence, but we currently lack comprehensive, high-quality data specifically from within educational settings or local health services that could shed more light on the situation UK schools face. We will be monitoring the data as it is released and reporting this back to you.
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The Team at AMHIE