ADHD or educational deficit?

It is apparent in our global society that the education systems are failing a sizable number of our children. Attention Deficit Hyperactivity Disorder (ADHD) has become the label attached to many of these children for whom the system does not work. ADHD is a globally recognised diagnosis and there is evidence to support its existence in about 3-5% of the population. In a classroom of 30 children that means that, assuming its existence, only one child should be diagnosed with ADHD, and in a school of 300 learners no more than 9-15 should be given this label. It is obvious, with the number of cases diagnosed in our schools, therefore, that something is not right. Before this problem gets any more out of hand it is important, as parents, that we start to question the people who are prescribing methylphenidates, such as Ritalin, at will to a grossly above average percentage of our children.

Symptoms of ADHD/ADD
According to the Diagnostic and Statistical Manual IV-Text Revision, the following criteria must be met for a person to be diagnosed with Attention-Deficit / Hyperactivity Disorder.
Either A or B:
Six or more of the following symptoms of inattention have been present for at least 6 months to a point that is disruptive and inappropriate for developmental level:

Inattention

1. Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities.
2. Often has trouble keeping attention on tasks or play activities.
3. Often does not seem to listen when spoken to directly.
4. Often does not follow instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions).
5. Often has trouble organizing activities.
6. Often avoids, dislikes, or doesn't want to do things that take a lot of mental effort for a long period of time (such as schoolwork or homework).
7. Often loses things needed for tasks and activities (e.g. toys, school assignments, pencils, books, or tools).
8. Is often easily distracted.
9. Is often forgetful in daily activities.
Six or more of the following symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for developmental level:

Hyperactivity

1. Often fidgets with hands or feet or squirms in seat.
2. Often gets up from seat when remaining in seat is expected.
3. Often runs about or climbs when and where it is not appropriate (adolescents or adults may feel very restless).
4. Often has trouble playing or enjoying leisure activities quietly.
5. Is often "on the go" or often acts as if "driven by a motor".
6. Often talks excessively.

Impulsiveness

1. Often blurts out answers before questions have been finished.
2. Often has trouble waiting one's turn.
3. Often interrupts or intrudes on others (e.g., butts into conversations or games).
Some symptoms that cause impairment were present before age 7 years.
Some impairment from the symptoms is present in two or more settings (e.g. at school/work and at home).

There must be clear evidence of significant impairment in social, school, or work functioning.

Having thoroughly perused this list I am still loath to believe that anything in either category is not consistent with being a child. It is our obligation as parents and teachers of these children to teach them the skills of concentration, application to tasks, not to interrupt, when it is appropriate to climb and play and when it is not. It is unfair to our children to expect them to master these skills when we have not given them the tools they need to help them do so.

Where Does the REAL Problem Lie?

Our society and environment is constantly changing at a much greater pace than perhaps it did in the past, and in today's world there is a great deal more pressure on children and parents to achieve certain goals. We all have to learn what the goals are and adapt ourselves and our lives to them. This means that even as adults we have to learn new skills that were not needed even 20 years ago. For instance the social norm was for mothers to stay at home and raise their children, help with homework and teach them the rules by which we are expected to live. Unfortunately, now, it is impossible for either parent to make that commitment as it has become necessary for most households to run on two incomes. So now it is imperative that we adjust to these new demands and find a way to still teach our children the skills that, when lacking, get them labelled ADHD, and to say no to drugs which can't solve the real problem.

This may mean that a great deal more of the responsibility for helping our children to become rounded individuals falls on the schools and education systems. Perhaps it is time that we focused our attention on fixing that shortfall rather than assuming the problem lies with our children.