Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity, affecting both children and adults. Symptoms include difficulty focusing, forgetfulness, impulsive decision-making, and excessive movement. ADHD impacts academic performance, social interactions, and daily functioning, with long-term consequences in personal and professional life (American Psychiatric Association, 2013). Growing recognition of adult ADHD has spurred greater awareness, emphasising the need for early diagnosis and intervention in children.
The rise in adult ADHD diagnoses reflects a deeper understanding of the disorder’s complexity. Many adults retrospectively identify childhood symptoms—such as impulsivity and disorganization—as signs of ADHD. This awareness underscores the importance of early detection, allowing parents and educators to intervene more effectively (Biederman et al., 2010).
In educational settings, teachers are key in supporting students with ADHD. By adapting teaching methods—such as providing structured routines, clear instructions, and positive reinforcement—teachers can significantly enhance learning outcomes (DuPaul & Stoner, 2014). At home, parents can further support their children by fostering consistent routines, setting realistic goals, and celebrating achievements, which helps build self-esteem (Jensen et al., 2001).
A systemic approach involving collaboration with healthcare professionals, such as psychologists, paediatricians and occupational therapists, ensures targeted interventions. These specialists provide tailored strategies and skills training to address specific needs (Hoare et al., 2017). Regular communication among parents, educators, and healthcare providers ensures aligned goals and comprehensive support for the child.
By fostering community awareness and taking a holistic approach to ADHD, we can create supportive environments that empower children to succeed academically and socially. This collective effort is essential for long-term positive outcomes (Mikami et al., 2010).
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
Biederman, J., Mick, E., & Faraone, S. V. (2010). Attention-deficit hyperactivity disorder in adults: An overview. The Journal of Clinical Psychiatry, 71(8), 971-978. https://doi.org/10.4088/JCP.09r05369
DuPaul, G. J., & Stoner, G. (2014). ADHD in the schools: Assessment and intervention strategies (3rd ed.). Guilford Press.
Hoare, P., Maras, P., & Coster, D. (2017). A review of multi-disciplinary interventions in the management of ADHD. Australian & New Zealand Journal of Psychiatry, 51(7), 619-625. https://doi.org/10.1177/0004867417717793
Jensen, P. S., Hinshaw, S. P., Swanson, J. M., Greenhill, L. L., & Conners, C. K. (2001). Findings from the NIMH MTA Study of ADHD: Implications for clinical practice. Journal of Clinical Child & Adolescent Psychology, 30(1), 91-101. https://doi.org/10.1207/S15374424JCCP3001_10
Mikami, A. Y., Sutherland, K. S., & McLaughlin, T. F. (2010). Social skills training for children with ADHD: A review of the literature. Journal of Attention Disorders, 14(3), 213-223. https://doi.org/10.1177/1087054709354057
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