Attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed mental health disorder among U.S. children. Diagnosis can bring positives, like proper treatment, extra testing time, and social support, but may also trigger negatives, like stigmatization. Although rates of diagnosis are high across socioeconomic status (SES) groups, the balance of positive and negative consequences of diagnosis may differ by SES. In high-SES communities, mental health diagnoses are less stigmatized and parents have greater ability to connect children to support resources, suggesting greater positive effects of diagnosis for high-SES children. Alternatively, the greater academic pressure present in high-SES communities may amplify the negative effects of mental health stigma, suggesting larger negative diagnostic effects. Using the Early Childhood Longitudinal Study–Kindergarten Cohort of 1998–1999, I found that diagnosed and medicated high-SES but not low-SES children exhibit significantly poorer future self-competence and teacher-rated school behaviors than undiagnosed matches. Findings suggest that diagnosis may not always be a net positive.

中文翻译：

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社会阶层，注意缺陷/多动症诊断和儿童幸福感。

注意缺陷/多动障碍（ADHD）是美国儿童中最常被诊断出的心理健康障碍。诊断会带来积极的影响，例如适当的治疗，额外的测试时间和社会支持，但也可能引发负面的影响，例如污名化。尽管在社会经济地位（SES）组中诊断率很高，但是诊断的正面和负面后果之间的平衡可能因SES而异。在高SES社区中，对精神健康的诊断受到较少的污名化，并且父母具有更大的联系儿童以支持资源的能力，这表明对高SES儿童的诊断具有更大的积极作用。另外，高SES社区中存在的更大的学术压力可能会放大心理健康污名的负面影响，表明更大的负面诊断影响。通过1998-1999年的早期儿童纵向研究-幼儿园队列，我发现被诊断和服药的高SES而非低SES的儿童与未诊断的匹配相比，其未来的自我能力和教师评价的学校行为明显较差。研究结果表明，诊断不一定总是阳性。