Theme/Category	Definition	Inclusion criteria	Exclusion criteria	Example quotation
Gatekeeping of recognition	How ADHD symptoms are identified, interpreted, or overlooked, often shaped by gendered expectations	Mentions of boys flagged early for disruption; girls’ inattentive behaviors reframed as lack of effort	General symptom descriptions without reference to recognition or school response	“For my son, they called right away when he couldn’t sit still. My daughter was just told she wasn’t trying hard enough.”
Institutional fit/misfit	How school structures and demands align (or conflict) with children’s attentional capacities	Descriptions of boys struggling with long Talmud study sessions; girls facing heavy organizational demands	Non-school settings (e.g., home chores, friendships)	“In yeshiva the boys sit for hours, so if he can’t, it’s a problem.”
Pharmacological compliance vs. personality preservation	Stakeholder beliefs and practices regarding ADHD medication, framed differently for boys and girls	Statements about pressure to medicate boys for academic survival; hesitancy to medicate girls due to fears of dulling personality	Non-medication interventions (therapy, tutoring)	“For boys it’s expected, otherwise they can’t keep up. For my daughter, I was scared it would change who she is.”
Gendered care, work, and advocacy	The division of parental roles in navigating schools, treatment, and accommodations	Mothers advocating at school; fathers focusing on religious study or boys’ progress	General parental stress unrelated to advocacy	“It’s always me going to the meetings. My husband deals with the Gemara tutors, not the ADHD.”