Understanding ADHD in the Age of Social Media: A Qualitative Study on User-Generated Narratives and Public Perceptions in China

Abstract

With the growing public consciousness surrounding mental health, Attention-Deficit/Hyperactivity Disorder (ADHD) has emerged as a prominent and frequently discussed topic within Chinese social media environments. This study explores the ways in which ADHD is represented, interpreted, and negotiated through user-generated content (UGC) across major online platforms. Drawing on ten semi-structured interviews with high-school students, the research adopts the perspectives of Social Constructionism and Framing Theory to examine how digital discourse, emotional narratives, and peer interaction collectively shape the public's understanding of ADHD. The findings reveal that social media acts as a double-edged medium: on the one hand, it amplifies awareness, encourages empathy, and provides individuals with a space for self-expression and support; on the other hand, it often perpetuates misconceptions, oversimplified narratives, and self-diagnosis trends that blur the line between clinical accuracy and popular discourse. This dual function underscores the complex relationship between digital culture and health communication in contemporary China. The study highlights the need for more inclusive, scientifically grounded communication strategies that bridge the gap between emotional engagement and medical literacy. By integrating evidence-based knowledge with culturally sensitive storytelling, health communicators, educators, and policymakers can cultivate a more informed, responsible, and compassionate public dialogue on ADHD and mental health more broadly.