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Tell Me You Have ADHD Without Telling Me You Have ADHD

Neurodivergent Identity Performance on TikTok

Bibliographic Data

ID2414789
AuthorsAbigail D Leveille (0009-0009-5893-8222, University of Illinois Chicago, corresponding author)
Year2024
Volume10
Issue3
Publication date2024-07-01
Open AccessYes
TypeARTICLE
VenueSocial Media + Society (JOURNAL)
Journal identifiersISSN: 2056-3051 • E-ISSN: 2056-3051
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/20563051241269260
OpenAlexW4401520061
LanguageEN
Citations received9
References cited32

User-generated content about attention-deficit/hyperactivity disorder (ADHD) is one of the most popular health topics on TikTok. Because most creators are lay people, yet they attract a wide audience, concerns have been raised about the accuracy of the information shared. Through critical discourse analysis of #actuallyADHD and #ADHDprobs videos, this study examines the content of these videos as they relate to creators' ADHD self-disclosure. Analysis showed that platform affordances and performance practices of videos focused on humor and personal experiences rather than educational medical content. I argue that in user-generated ADHD TikTok videos the performance strategies of creators and platform affordances of TikTok indicate these videos function as identity work rather than health information

Aesthetics · Art · Developmental psychology · Child Development and Digital Technology · Clinical Psychology · Impact of Technology on Adolescents · Mind wandering and attention · Psychology

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  • Economies of Difference and Identity-based Content on a Digital Platform

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  • Keeping it raw on the ‘gram

    Open Access•Josie Reade•New Media & Society•2020

  • Naming ourselves, becoming neurodivergent scholars

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Citations per year9
Citation span2025 - 2026 (2)
Highly citedNo
Open DOIOpen Access
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