Uncategorized American Students Suffer from Misunderstood ADHD Symptoms

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common mental disorders affecting children, according to the American Psychiatric Association. While many adults also have the disorder, it is a particular problem among young students because of its concentration-related detriments: “symptoms of ADHD include inattention, hyperactivity and impulsivity,’’ according to the APA. Deirdre Newell, an upper school counselor chair in the human development department at New Roads School, explains, “If a teacher or a person doesn’t understand you and doesn’t understand what you’re struggling with, that can cause a lot of emotional pain.” This is especially devastating at a time in one’s life when self-confidence and insecurities matter more than ever. 

“While there is no single brain structure or system responsible for A.D.H.D. (and some believe the term encompasses more than a single syndrome), one cause seems to be a disruption of the brain’s dopamine system,’’ Leonard Mlodinow wrote in the New York Times in March of 2018. “One consequence of that disruption is a lessening of what is called ‘cognitive inhibition.’ The human brain has a system of filters to sort through all the possible associations, notions, and urges that the brain generates, allowing only the most promising ones to pass into conscious awareness. That’s why if you are planning a trip to Europe, you think about flying there, but not swimming.”

Despite its regularity — a 2016 Centers for Disease Control investigation found that about 9.4% of Americans have been diagnosed with it — ADHD is misunderstood by many families and educators. Among the misconceptions associated with the disorder is the idea that people suffering from ADHD put less time and effort into work, which can have serious consequences for students. Similar is the perception that ADHD is a “fake” disorder, which persists even in the medical community. Some professionals have undermined the existence of ADHD through works like Thomas Armstrong’s The Myth of the ADHD Child and Richard Saul’s ADHD Does Not Exist. These books have sparked controversy because they discourage medicating children and often make claims downplaying the importance of the disorder.

Arguments like these stand in opposition to the overwhelming research demonstrating legitimate neurological differences in those with and without the disorder. Karala Jenkins-Turner, a marriage and family therapist and board-certified behavioral analyst, says, “With ADHD, you have a difficulty focusing on novel tasks and tend to hyper-focus, so the brain can’t really sort what it needs to pay attention to because it gets distracted by other details.” 

People with ADHD tend to have issues with organization, paying attention, and controlling their impulsive behaviors. Students specifically have a hard time in the classroom because even the most basic expectations of our education system are impacted by ADHD — staying focused, sitting still, keeping emotions under control, and more. Leda Guine, licensed psychiatric social worker, explains, “You and I could be reading a book and not hear airplanes, cars, horns, whistles, air conditioning… We can filter those things out, but a person with ADD can’t. They’re missing those filters, so all of that noise comes flying in when they are trying to do the simplest task.” 

This is the reason that, beginning at poor performance in school, a chain reaction caused by ADHD can negatively affect students’ social behaviors, familial relationships, and health. A 2013 APA survey found that grades top the list of all stressors amongst American students. These stresses are self-perpetuating and often counterproductive; stress causes the inability to work, which causes more stress, and so on. The desperation and anxiety that come with these emotions can have other academic repercussions as well, as a student is more likely to act out in class. Situations can complicate rapidly and exponentially. 

It is true that schools have generally improved ADHD accommodations in recent years, but there is still much progress to be made. Deirdre Newell suggests, “When teachers are provided information [of a student having ADHD], I think that they can have a greater understanding of what a student needs in a classroom and what they can permit in a classroom to support their learning. For example, something that could be helpful is drawing during a lesson. That could actually allow someone with ADD or ADHD to absorb more information. Something that looks like the student that has ADHD is distracted can actually be supporting them in focusing better.” She believes that solutions like these are effective, even if they aren’t necessarily intuitive to most teachers. 

Students can decide individually or as a family if they want to medicate, but it isn’t always needed to improve symptoms. Molding study habits around ADHD and utilizing the materials recommended by Newell – stress balls, art utensils, etc. – can help students stay attentive and interested for extended periods of time. 

Properly understanding and addressing ADHD is key to fighting the uphill battle. “It can actually be harnessed,’’ Guine says. “Somebody with ADD still has amazing potential. It doesn’t have to handicap you or make your life miserable for you if you have it under control.’’