ADHD is a Neurodiverse condition, and one of the most common conditions affecting children worldwide, and our knowledge of it is constantly evolving. While it’s one of the most studied and diagnosed conditions in children and adolescents, there remains much to uncover. What surprises many is that ADHD isn’t just a childhood condition; it often follows individuals into adolescence and even adulthood. Recognizing this can help shift the focus toward long-term assistance and empathy for those affected.
Clinically, ADHD is defined as: “A persistent pattern of difficulty paying attention and/or hyperactivity with impulsivity, that is more frequently displayed and more severe than is commonly seen in individuals at a comparable level of development.”
In simpler terms, ADHD means that a person experiences continuous difficulties with focus, impulsivity, or energy levels that are significantly different from those of others their age. These symptoms must be present over time before an official diagnosis can be made, but with the proper awareness and assistance, children with ADHD can succeed in all areas of life.
Common Symptoms of ADHD
While each child with ADHD is unique, specific key symptoms are often seen:
• Hyperactivity: One of the most noticeable signs is excess energy or exhilaration, often without an apparent cause. Children may seem to be in constant motion, which can make activities requiring calm focus a bit more challenging. However, this energy can also be channeled into positive outlets, such as sports or creative pursuits, giving individuals the opportunity to shine.
• Difficulty Paying Attention: Children with ADHD might find it hard to maintain focus for long periods, especially when compared to others their age. It’s important to understand that every child is unique, and attention spans naturally vary. What sets ADHD apart is that inattention occurs consistently across multiple situations. With patience and customized approaches, these children can learn to use their focus productively.
• Challenges with Behavior Control: Many children with ADHD find it difficult to control their impulses or behaviors compared to their peers. This may appear to be acting without thinking or reacting strongly to situations. Understanding this behavior as part of ADHD helps parents and teachers respond with consideration and build settings that set these children up for success.
Welcoming the Positives
While ADHD brings obstacles, it’s important to remember that children with ADHD are often creative, energetic, and full of potential. With proper support, they can learn to control their symptoms and have rewarding lives. Early recognition, a strong support system, and affirmative support can make all the difference, helping these children develop their strengths while managing the challenges ADHD presents. Families and school staff play an essential role in creating a positive, encouraging environment where all children can succeed.
About the Author
Dr Hatem El-Emam is a GP with a special interest in ADHD and co-founder of ADHDX, a digital platform focused on education and compassionate care for individuals with ADHD. He is an advocate for early identification and management of ADHD, and firmly believes that with the correct understanding and proper support, ADHD energy and creativity can be turned into a strength.
References
Ayano, G., Tsegay, L., Gizachew, Y., Demelash, S. & Alati, R. (2024). The Prevalence of Attention Deficit Hyperactivity Disorder in Children and Adolescents: An Umbrella Review of Global Evidence. European Psychiatry. https://doi.org/10.1192/j.eurpsy.2024.32
(2023). Prevalence and Trends in Diagnosed ADHD Among US Children and Adolescents, 2017-2022. JAMA Network Open. https://doi.org/10.1001/jamanetworkopen.2023.2810136
Lorenzo, R. D., Balducci, J., Poppi, C., Arcolin, E., Cutino, A., Ferri, P., D’Amico, R. & Filippini, T. (2021). Children and adolescents with ADHD followed up to adulthood: a systematic review of long-term outcomes. Acta Neuropsychiatrica 33(6), pp. 283-298. https://doi.org/10.1017/neu.2021.23
Reuben, C. & Elgaddal, N. (March 1, 2024). Attention-Deficit/Hyperactivity Disorder in Children Ages 5–17 Years: United States, 2020–2022. NCHS Data Brief No. 499. https://www.cdc.gov/nchs/data/databriefs/db499.pdf