Following experimental vignette study aimed to examine how professionals, in this case teachers and special educators for grades 4-9, evaluate children and adolescents in relation to the neuropsychiatric condition ADHD. The methodology was based on ten different manipulated vignettes describing fictional cases, together with related questions, about children and adole- scents with or without an ADHD diagnosis. Gender and ADHD symptoms were manipulated in each vignette. Four vignettes, two girls and two boys, described obvious cases of ADHD. Another four vignettes, two girls and two boys, described cases with some symptoms, but not enough to fulfill the criteria for a formal ADHD diagnosis. Lastly, two vignettes, one girl and one boy, described two identical cases of ADHD. The aim was to identify and analyze the impact of gender stereotypes and social norms, on how teachers and special educators evaluate and referral children and adolescents for an ADHD diagnosis. The study included 38 respondents, resulting in a total of 380 responses. The results were analyzed using Zimmerman & West´s theory of “Doing Gender” and Foucault’s theory of power and expert power. The findings showed that teachers and special educators referred boys for further ADHD assessment to a greater extent, even in cases where the described symptoms did not fulfill the criteria for a formal diagnosis. The results also revealed a pattern for girls, where their difficulties, according to some respondents, were instead understood as emotional challenges, teenage defiance, or socially deviant behavior requiring social strategies rather than medical treatment. The study also showed tendencies indicating that when boys deviate from the normative image of ADHD, they too risk marginalization, similar to girls. Although the findings showed a weak correlation and were not statistically significant, it still showed a trend worth discussing. The results were analyzed and discussed based on the perspective that teachers and special educators possess power to direct, adapt, and ultimately decide which children and adolescents are referred for an ADHD diagnosis. From this perspective, gender was relevant to discuss, as both adults and children are influenced by gender stereotypes, which may have an impact on the assessment of an ADHD diagnosis. The study’s results and analysis thus concluded that there is evidence to suggest that teachers and special educators assess ADHD differently depending on the gender of the individual.