Personal evidence for diagnostic purposes

This page is designed to help gather personal evidence for diagnostic purposes. Much of the information may also be useful when creating an impact statement for legal or workplace contexts.

Evidence for diagnostic purposes and/or disability

When preparing for a diagnostic assessment, or to show disability under the Equality Act, it helps to organise your evidence in a way that matches both clinical and legal expectations.

Use the checklists below to create a list of examples that match your own experiences. These examples can be directly linked to the relevant ICD-11 diagnostic criteria for the condition you are being assessed for This makes it easier for clinicians, tribunals, or other bodies to see that your evidence is consistent with recognised standards

When gathering evidence for a diagnosis, or to establish disability under the Equality Act, it is important to remember:

• Timing matters – evidence that shows diagnostic symptoms were present in childhood (for example before age 12 for ADHD) or before other conditions started is especially valuable. This helps exclude alternative explanations such as later-developing mental health issues or trauma.
• Independence matters – evidence from third parties (teachers, employers, clinicians, parents, friends) is usually more persuasive when it Corroborates self-reports , particularly where masking or underreporting may be a factor.

Why early and independent evidence is important

• Pre-dating other conditions – showing difficulties in school years makes it clear that later problems such as anxiety or depression are not the root cause, but a consequence or complication.
• Corroboration – written records or witness accounts can confirm that difficulties were observed by others. When they support your own account, this combination is usually the most powerful evidence.
• Consistency across life stages – evidence that appears in childhood, adolescence, and adulthood creates a clear developmental picture, which is typical of neurodevelopmental conditions.

The role of personal evidence

While collaborative and independent records are powerful, courts have stressed that personal evidence must not be undervalued.

In University of Bristol v Abrahart (High Court, 2024), Linden J stated: > “What a disabled person says and does is evidence. There may be circumstances, such as urgency or the severity of their condition, in which a court will be prepared to conclude that it is sufficient evidence for an educational institution to be required to take action.”

He also noted that a formal diagnosis is not always necessary: a general lay perception of difficulties plausibly arising from a long-term condition may suffice.

This follows earlier authority such as Elliott v Dorset County Council (UKEAT/0197/20/LA), which confirmed that tribunals must assess whether an impairment has more than a minor or trivial effect on day-to-day activities, as described by the claimant themselves.

Types of useful collaborative evidence

• School records – reports of learning difficulties, exam adjustments, teacher concerns, or Individual Education Plans (IEPs).
• Family and friends – observations of long-standing traits, behaviours, or difficulties that predate any claim or dispute.
• Employers and supervisors – occupational health reports, supervision notes, or evidence of workplace adjustments.
• Health professionals – GP records, psychologists’ reports, therapists’ notes, or assessments.

Note: you do not need every type of evidence, but overlapping sources from different life stages usually provide the most robust case. Personal testimony can stand alone, but it is strongest when supported by at least some collaborative evidence.

Checklist: personal evidence across life stages

This checklist brings together the types of evidence that can support both diagnosis and proving disability under the Equality Act. You do not need all of these, but the more consistent the pattern across time, the stronger your case will be.

Childhood (before age 12)

• School reports – comments on concentration, behaviour, reading/writing, organisation, social interaction.
• SEN or IEP records – evidence of extra help or referrals for learning/behaviour.
• Early health or therapy records – speech and language therapy, occupational therapy, paediatrics.
• Work samples – early exercise books or test papers showing spelling/handwriting/organisation difficulties.
• Family recollections – written statements from parents/siblings about early patterns.
• Third-party observations – teacher, coach, or youth group leader notes.
• Behaviour/discipline records – detentions, exclusions, notes of impulsivity or inattention.

Adolescence (secondary school, college, university)

• Exam adjustments – evidence of extra time, readers, scribes, or quiet rooms.
• SEN/DSA records – Disabled Student Allowance, access arrangements, or support plans.
• Teacher/tutor reports – ongoing attention, learning, or social difficulties.
• Peer/social records – evidence of isolation, bullying, or social struggles.
• Health records – CAMHS, psychological or occupational therapy input during teenage years.

Adulthood (workplace, training, daily life)

• Workplace performance reviews – notes on organisation, deadlines, or written reports.
• Occupational health assessments – adjustment recommendations.
• Adjustment requests at job interviews or training courses.
• Professional/academic exams – adjustments granted and their effect.
• Manager/colleague feedback – reminders, forgetfulness, time management issues.
• Access to Work or disability benefits – official recognition of disability impact.
• Personal impact diaries – notes on strategies, breakdowns under stress, or masking.
• Daily living examples – missed bills, lost appointments, difficulty maintaining routines.

Key points

• Consistency across stages (childhood → adolescence → adulthood) strengthens both diagnostic and legal arguments.
• Evidence should show the condition is **long-term** and has a **substantial effect** (more than minor or trivial) on day-to-day life.

Writing a personal evidence statement for diagnostic purposes

A personal statement for diagnosis is similar in some ways to an impact statement for court, but the focus is different. It should describe your everyday experiences in a way that helps the clinician see how they match the diagnostic criteria for the condition being assessed.

What to include

• Developmental history – evidence of early signs of difficulty or difference is often important (e.g. ADHD requires symptoms before age 12). Examples might include: late language development, unusual play, being constantly “on the go,” or early struggles with reading and spelling.
• Education and learning – difficulties acquiring core skills such as reading, spelling, handwriting, numeracy, or processing spoken instructions. Evidence may include: falling behind peers, needing repeated explanation, special help in class, or anxiety around tests.
• Communication and social interaction – challenges with speech, understanding tone or humour, following conversations, or maintaining friendships. May also include avoiding social situations, difficulty with group work, or being seen as “quiet” or “disruptive.”
• Everyday organisation and life skills – problems with planning, memory, directions, time management, cooking, or self-care. For example, forgetting appointments, losing items, needing strict routines, or finding change extremely stressful.
• Sensory and motor aspects – being over- or under-sensitive to sound, light, textures, or smells; struggling with noisy environments; clumsiness; or difficulty with fine motor tasks like tying shoelaces or handwriting.
• Masking or compensatory strategies – describe ways you hide or work around your difficulties (e.g. scripting conversations, double- or triple-checking work, avoiding noisy spaces, or over-preparing for small tasks). Note that these strategies often break down under stress.
• Emotional impact and secondary effects – anxiety, depression, low self-esteem, or burnout may appear later as a consequence of long-term struggles, not as the primary cause.

How to write it

• Use clear, concrete examples – e.g. “I needed a classmate to read exam questions aloud for me” is stronger than “I struggled with exams.”
• Give frequency and duration – e.g. “I lose things almost every day” or “I avoided school trips every year” shows the issue is persistent.
• Show extra effort, not just outcomes – explain if you succeed only by spending longer, working harder, or relying on others.
• Focus on what happens without aids or adjustments – what would life be like without reminders, spellcheckers, or supportive people?
• Organise your statement into headings such as “Childhood,” “School/University,” “Work,” and “Daily Life.”

Why it matters

Clinicians and tribunals both need to understand how your condition affects “normal day-to-day activities.” A well-written personal statement:

• helps diagnosticians see how your experience matches ICD-11 criteria across life stages,
• provides context for test results or professional reports,
• and stands as credible evidence in its own right if required in legal settings. ----

Masking, underreporting, and underdiagnosis

Concerns are sometimes raised about people exaggerating symptoms to obtain a diagnosis or adjustments. However, research and lived experience suggest that **underreporting and masking are at least as common, and often more likely** in neurodevelopmental conditions.

Many people with ADHD, autism, dyslexia, or auditory processing disorder (APD) minimise their symptoms, sometimes without realising it, for several reasons:

• **Masking and compensation** – neurodivergent individuals often learn from childhood to hide or manage behaviours (e.g. suppressing fidgeting, forcing eye contact, memorising text to hide reading difficulty, or avoiding noisy environments). Over time, these strategies become automatic, so they may understate their difficulties on self-assessment forms. Studies show masking can lead to exhaustion, misdiagnosis, or delayed diagnosis (Hull et al., 2022; Pearson et al., 2021).
• **Family normalisation** – heritability rates for ADHD and autism are around 70–80%. Many people grow up in families where neurodivergent traits are common, so they view their experiences as “normal” and underreport them. Similar effects are seen in dyslexia and APD, where children raised in families with learning or sensory differences may assume their struggles are typical.
• **Intelligence and coping strategies** – higher-ability individuals often develop workarounds (e.g. using rigid routines, over-reliance on reminders, or re-reading text repeatedly). When asked about difficulties, they compare themselves only to peers of similar ability, leading to minimisation of impairment.
• **Unawareness of observable behaviours** – people may not notice their own behaviours even when others do. For example, one individual reported “occasional” fidgeting on a self-report, while their spouse observed it five or more times every day. In dyslexia, a child may claim “I can read fine” while relying on memorisation strategies that mask decoding difficulties.

Evidence from research

• **ADHD underdiagnosis** – NHS England acknowledges that current ADHD prevalence data “significantly underrepresents” true need (NHS England, 2024).
• **Masking in autism** – qualitative studies show autistic adults frequently camouflage their traits, leading to delayed or missed diagnoses and increased stress (Hull et al., 2022; Pearson et al., 2021).
• **Gender differences in ADHD** – women and girls are systematically diagnosed later than men, in part due to masking and atypical presentation. One study found an average delay of almost four years (Hamed et al., 2023).
• **Dyslexia concealment** – research shows that students with dyslexia often hide or mask their difficulties in higher education to avoid stigma (West, 2023; Mortimore, 2022). Children may also use behaviours (e.g. acting out, clowning, or appearing disinterested) to disguise reading struggles (Child Mind Institute, 2019).
• **Auditory Processing Disorder (APD)** – reviews note that awareness of APD remains limited, diagnostic standards vary, and many cases likely go unrecognised (Wilson & Arnott, 2023; Musiek & Weihing, 2023).
• **Risks of undiagnosed conditions** – underdiagnosis of ADHD, autism, dyslexia, or APD is associated with poorer mental health, social exclusion, and academic underachievement (Shaw et al., 2023).

Implications for diagnosis and law

• Self-report is often an **underestimate**, not an overestimate, of symptoms.
• **Collateral evidence** (school reports, family accounts, teacher observations, third-party assessments) is essential to balance the picture.
• **Masking itself creates disadvantage**: even if outward difficulties are hidden, the cognitive load of sustaining compensation demonstrates substantial impact under the Equality Act.
• Late or missed diagnosis should not be taken as evidence that the condition is less real; it often reflects under-recognition and masking, not absence of impairment.

Helpful explanatory resources

It is often worth reading accessible expert guides before trying to write or record personal evidence for an assessment or tribunal. They can help you see how your experiences may differ from what is considered “normal” development, and give clearer language for describing your difficulties.

For example:

• ADHD – Russell Barkley’s Taking Charge of ADHD explains how everyday behaviours such as disorganisation, forgetfulness, or emotional outbursts are considered impairments when they are persistent and affect day-to-day life.
• Autism – Tony Attwood’s The Complete Guide to Asperger’s Syndrome provides detailed examples of social, communication, and sensory differences.
• Dyslexia – Margaret Snowling’s Dyslexia: A Very Short Introduction explains reading and language difficulties in a way that connects directly to diagnostic criteria.
• Dyspraxia – Amanda Kirby’s Dyspraxia: Developmental Co-ordination Disorder outlines motor and planning difficulties that often go unnoticed without explanation.
• Auditory Processing Disorder – Accessible guides are available through APD support organisations and research summaries (e.g. by Doris-Eva Bamiou and colleagues).

References

• NHS England. ADHD Programme Update (2024). NHS England
• Hull, L. et al. (2022). Experiences of Masking in Autistic and Nonautistic Adults. PMC8992921
• Pearson, A. et al. (2021). A Conceptual Analysis of Autistic Masking. PubMed 36601266
• Hamed, A. et al. (2023). Hidden in plain sight: delayed ADHD diagnosis among girls. Wiley Online Library
• West, S. (2023). Masking ADHD, Autism, and Dyslexia: Burnout in Neurodivergent Individuals. ResearchGate
• Mortimore, T. (2022). Dyslexia concealment in higher education: Exploring students’ lived experience. Wiley Online Library
• Child Mind Institute. (2019). When Problem Behavior Masks a Learning Disability. Child Mind
• Wilson, W.J., & Arnott, W. (2023). Understanding Auditory Processing Disorder: A Narrative Review. PMC10634468
• Musiek, F., & Weihing, J. (2023). Auditory Processing Disorder: Issues and Controversies. LWW Journal
• Shaw, P. et al. (2023). Risks Associated With Undiagnosed ADHD and/or Autism. SAGE Journals

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