A double-edged hashtag: Evaluation of #ADHD-related TikTok content and its associations with perceptions of ADHD

We aimed to assess the psychoeducational quality of TikTok content about attention-deficit/hyperactivity disorder (ADHD) from the perspective of both mental health professionals and young adults across two pre-registered studies. In Study 1, two clinical psychologists with expertise in ADHD evaluated the claims (accuracy, nuance, overall quality as psychoeducation material) made in the top 100 #ADHD TikTok videos. Despite the videos' immense popularity (collectively amassing nearly half a billion views), fewer than 50% of the claims about ADHD symptoms were judged to align with the Diagnostic and Statistical Manual of Mental Disorders. In Study 2, 843 undergraduate students (no ADHD = 224, ADHD self-diagnosis = 421, ADHD formal diagnosis = 198) were asked about their typical frequency of viewing #ADHD content on TikTok and their perceptions of ADHD and were shown the top 5 and bottom 5 psychologist-rated videos from Study 1. A greater typical frequency of watching ADHD-related TikToks was linked to a greater willingness to recommend both the top and bottom-rated videos from Study 1, after controlling for demographics and ADHD diagnostic status. It was also linked to estimating a higher prevalence of ADHD in the general population and greater challenges faced by those with ADHD. Our findings highlight a discrepancy between mental health professionals and young adults regarding the psychoeducational value of #ADHD content on TikTok. Addressing this is crucial to improving access to treatment and enhancing support for those with ADHD.

Vasileia Karasavva, Caroline Miller, Nicole Groves, Andrés Montiel, Will Canu, Amori Mikami