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A common neurodevelopmental disorder, a significant number of children are currently diagnosed with Attention-Deficit/Hyperactivity Disorder or ADHD. Despite its prevalence, ADHD is often misunderstood, underdiagnosed – especially in girls – and misinterpreted as poor discipline or laziness. However, ADHD is a real condition that affects how a child thinks, behaves, interacts, and learns. It affects approximately 6-7% of children worldwide.
ADHD stands for Attention-Deficit/Hyperactivity Disorder, a chronic condition that impacts impulse control, attention, and activity levels. It’s typically identified in childhood, although symptoms can persist into adolescence and adulthood.
The three main types of ADHD include:
People with this type often struggle to pay attention, follow instructions, or complete tasks. Common signs include having difficulty organising tasks, being forgetful, getting easily distracted and daydreaming.
This type is marked by excessive movement, fidgeting, talking, and impulsive behaviours. Individuals may have trouble sitting still, interrupt others, or act without thinking.
This is the most common type and includes symptoms of both inattention and hyperactivity-impulsivity. People with this type show several symptoms from both categories consistently over time.
Here are some common ADHD symptoms in kids:
Boys with ADHD often display more hyperactive and impulsive symptoms. They’re more likely to:
This makes them more likely to be diagnosed early, as their behaviour is often disruptive and noticed quickly by teachers or parents.
Girls, on the other hand, often exhibit more inattentive symptoms. This includes:
Girls with ADHD often exhibit more subtle signs like daydreaming, forgetfulness, or low self-esteem – traits that can be misinterpreted or overlooked, leading to underdiagnosis.
Understanding what causes ADHD in the brain is still a subject of ongoing research. However, several factors contribute to its development:
ADHD often runs in families, meaning if a parent or sibling has ADHD, a child is more likely to have it too. The condition is believed to be influenced by genes that regulate dopamine, a brain chemical that affects attention and activity levels.
Children with ADHD may have differences in brain structure and delayed development in areas related to attention, impulse control, and executive functioning. Neuroimaging shows lower activity in parts of the brain responsible for attention and behaviour regulation.
Factors such as prenatal exposure to alcohol, tobacco, or drugs, premature birth, low birth weight, lead exposure, and extreme early adversity may not directly cause ADHD but could increase the risk or worsen symptoms.
While diet does not cause ADHD, some children may react to certain food additives or experience symptom changes related to nutritional factors. However, evidence is still limited and inconclusive.Deficiencies in certain nutrients (such as omega-3 fatty acids, iron, or zinc) may influence symptom severity.
Parenting style or family environment does not cause ADHD, but chaotic or stressful surroundings may make symptoms more noticeable or harder to manage.
Diagnosing ADHD in children isn’t based on one single test. It involves a comprehensive evaluation by a healthcare professional to understand the child’s behaviour, development, and overall functioning. Here’s how the process typically works:
Parents, teachers, and caregivers are asked to describe the child’s behaviours across different settings (home, school, social situations). Professionals look for symptoms that have lasted 6 months or more, began before age 12, and significantly affect daily life.
These tools assist in evaluating symptoms of inattention, hyperactivity, impulsivity, and other emotional or behavioural problems.
A paediatrician or child psychologist will ask about the child’s birth history, developmental milestones, sleep patterns, family history of ADHD or mental health issues, and any exposure to toxins or prenatal issues as part of their evaluation.
Individual interviews will be conducted with both the child and parents. Additionally, feedback from teachers or school counsellors may be sought.
The diagnosis is made using criteria from the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). At least 6 symptoms of inattention and/or hyperactivity-impulsivity must be present often, and in multiple settings (e.g., school, home).
ADHD can have a significant impact on a child’s learning abilities, not because of a lack of intelligence, but due to challenges in attention, memory, and self-regulation. Here’s how it affects different aspects of academic performance:
Such children struggle with maintaining focus in class, particularly during lengthy or intricate lessons. They get easily sidetracked by external stimuli such as noises, movements, or internal thoughts and frequently overlook crucial instructions, resulting in unfinished or inaccurate assignments.
Children tend to begin tasks but struggle to see them through to completion. They frequently shift from one activity to another without finishing either, resulting in unfinished or misplaced homework assignments.
Difficulty in planning and prioritising tasks is a common challenge. The child frequently forgets deadlines, and assignments, or may arrive at class unprepared with the wrong materials. Their desk, backpacks, and notebooks may exhibit signs of disorganisation.
Individuals may experience challenges with retaining multiple steps in their mind, such as solving a math problem or following multi-step instructions. They may struggle to remember information that was just presented to them, even if they initially understood it.
Speaking out of turn, failing to raise one’s hand before answering, and interrupting the teacher or classmates are all examples of disruptive behaviour in the classroom. Additionally, rushing through assignments can result in errors and ultimately lower grades.
Students who fidget, frequently get up, or move around the classroom may have difficulty staying seated during lessons. This behaviour can be perceived as disruptive, even if the student is trying to learn.
Repeated failures can often lead to feelings of frustration and low self-esteem. Individuals may begin to feel isolated or discouraged, which can result in withdrawal or acting out. Difficulties in peer relationships can also contribute to anxiety and avoidance behaviours.
ADHD doesn’t just affect learning – it also plays a big role in how children develop socially. Kids with ADHD may find it hard to make and keep friends, understand social cues, or regulate their emotions in group settings. Here’s how ADHD can impact their social development:
They may face difficulty in interpreting body language, tone of voice, and facial expressions which can lead to misunderstandings and misinterpretations of others’ reactions. This, in turn, may result in them being perceived as insensitive or inattentive.
Disrupting conversations and interjecting thoughts abruptly or taking control of group activities are a few other common issues that children suffering from ADHD face. They may often speak without forethought, potentially causing harm or confusion to others as well as act impulsively, disregarding potential outcomes and resulting in uncomfortable or inappropriate behaviour.
Excessive movement or noise may overwhelm them, making it challenging to take turns or remain calm during quiet play. This behaviour can be perceived as excessive by classmates, potentially resulting in social exclusion.
Children suffering from ADHD are frequently ostracised by peers because of unpredictable behaviour. They may not always recognise or comprehend the reasons behind others distancing themselves. Despite a desire to form connections, they may struggle with the necessary skills to do so effectively.
Experiencing repeated social setbacks can result in feelings of isolation or rejection, potentially leading to emotional distress, frustration, or even aggression. Children may internalise negative feedback, believing themselves to be inadequate or unworthy.
With the right kind of support and early intervention, children with ADHD can succeed in school and life. But it’s easier said than done. If you are a parent or a caregiver to a child suffering from this disease, here are a few things you can do to help the child:
Utilise daily schedules to effectively manage your time. Establish clear and consistent rules and expectations to create a structured environment. Divide tasks into smaller, more manageable steps to increase productivity and efficiency.
Acknowledging and praising good behaviour promptly is of utmost importance. Implementing reward systems, such as charts or tokens, can be effective in reinforcing positive actions. Instead of relying solely on constant punishment, it is beneficial to shift the focus towards recognising and reinforcing the behaviours that were done correctly. This approach not only encourages continued positive behaviour but also fosters a more positive and supportive environment for growth and development.
Utilise Individualised Education Plans (IEPs) as necessary to accommodate students with special needs. Provide additional time for completing tests. Permit students to take movement breaks or use fidget tools during class to enhance focus and engagement.
Cognitive Behavioural Therapy (CBT) helps children change negative thoughts, while parent training programmes help families manage challenging behaviours. Together, they can support positive mental health and overall well-being for children and families.
In certain situations, stimulant or non-stimulant medications such as methylphenidate or atomoxetine may be suggested to assist in managing attention and behaviour. It is important to always seek guidance from a healthcare provider before initiating any form of treatment.
Teach individuals self-regulation skills by assisting them in recognising and labelling their emotions. Utilise books or engage in role-play activities to provide effective social skills training.
Minimise distractions during study sessions by creating a conducive environment. Promote physical activity and ensure adequate rest to enhance cognitive function. Additionally, restrict the amount of time spent on screens to optimise focus and productivity.
Connect with other parents who are facing similar challenges. This connection can be emotionally beneficial and provide access to valuable resources and helpful tips. Joining a community of parents in similar situations can offer support and guidance as you navigate the ups and downs of parenting.
Understanding ADHD in children is the first step in helping them overcome obstacles and shine in their unique way. By recognising early signs, seeking proper diagnosis through an ADHD test, and knowing how to help a child with ADHD, we can nurture their strengths and provide a foundation for lifelong success.
ADHD is not a character flaw – it’s a difference in how the brain works. With love, patience, and tailored support, children with ADHD can thrive academically, socially, and emotionally.
Signs of ADHD in a child include inattention, hyperactivity, impulsiveness, and difficulty following instructions or staying focused.
Behaviours of ADHD in children include constant fidgeting, interrupting others, difficulty waiting their turn, and frequent daydreaming or distraction.
To deal with an ADHD child, use consistent routines, positive reinforcement, clear instructions, and provide emotional and academic support tailored to their needs.
ADHD in children is treated through a combination of behaviour therapy, parent training, educational support, and, in some cases, medication prescribed by a doctor.
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