On a warm afternoon in Lehurutshe, Zeerust, a young boy named Thabo sat under a marula tree, rhythmically tapping a stick against the soil. At the same time, his teacher grew increasingly frustrated at his “restlessness.” Thabo’s inability to “sit still” or follow long instructions was quickly labelled as defiance, poor discipline, or even laziness by many around him. Yet, what Thabo was living with was not a character flaw; it was Attention Deficit Hyperactivity Disorder (ADHD).
Thabo’s story is not unique. Across our towns, villages, and cities, countless children and adults live with ADHD, often misunderstood and mischaracterised in ways that deepen stigma and silence. This is why National ADHD Awareness Day on 14 September 2025, commemorated under the theme Sea of Yellow for ADHD Awareness, is not only a call to wear colour, but also a call to open our eyes, to see ADHD through lenses that make sense in our South African realities.
DECOLONISING OUR UNDERSTANDING OF ADHD
When we speak about decolonising ADHD, we should not dismiss or reject the valuable knowledge that global research has provided. Instead, it ensures that our understanding of ADHD resonates with people’s lived experiences, languages, and cultural frameworks.
In many communities, behavioural signs of ADHD are easily interpreted through moral, spiritual, or disciplinary lenses. A child is “naughty,” “bewitched,” or “undisciplined,” rather than neurodivergent. These cultural meanings matter because they shape how families seek help or whether they seek help at all. Decolonising ADHD means situating the condition in our own socio-cultural realities, making space for multiple ways of knowing, while also ensuring evidence-based psychological care is accessible.
ADHD does not occur in isolation. In South Africa, its impact is magnified by intersecting realities of poverty, overcrowded classrooms, and limited access to healthcare. For children like Thabo, ADHD is often compounded by hunger, trauma, or unsafe environments.
Our teachers are often the first to notice signs, but individualised support becomes near impossible with class sizes of 45 to 70 learners. Many families rely on traditional explanations of behaviour, while medical and psychological resources remain concentrated in urban centres. Raising awareness is not enough; we need to translate awareness into contextually appropriate, culturally sensitive, and socially just support systems.
As psychologists, our role is twofold:
- Early Intervention: Advocating for accessible assessments and interventions that can be delivered not just in urban clinics, but in community-based and school-based settings.
- Public Awareness: Engaging in public education that reduces stigma, communicates in all official languages, and affirms that ADHD is not a moral failing but a neurodevelopmental difference.
In this light, we invite our colleagues to reflect on psychology’s role in supporting individuals and families affected by ADHD, to advocate for early intervention, and to advance public awareness and care strategies. We collectively highlight PsySSA’s commitment to human rights, dignity, and social justice.
WAY FORWARD
On this National ADHD Awareness Day, let us wear yellow not only as a symbol of solidarity but also as a pledge: to listen more carefully, contextualise more deeply, and act boldly. Thabo and the many children and adults like him deserve to grow up in a society that understands them on their own terms, in their own contexts, with dignity and hope.
Together, as psychologists, educators, parents, and community members, we can ensure that ADHD is not a hidden struggle but a recognised difference that calls for compassion, understanding, and care.
Dr Momi Kemoneilwe Metsing
Chairperson: Society for Educational Psychology of South Africa (SEPSA)