Did you know that Attention Deficit Hyperactivity Disorder (ADHD) affects approximately 1 in 20 children globally? Yet despite its prevalence, few medical conditions generate as much debate and discussion as ADHD. From playground conversations to professional settings, everyone seems to have their own theory about what ADHD is – and isn’t.
Popular misconceptions assert that ADHD is not a disorder, or at minimum, is a benign one that is over-diagnosed. Critics often claim that children are needlessly medicated by parents who have not properly managed their unruly, unmotivated or underachieving children, or who are looking for an academic advantage in competitive, high-stakes educational environments. But between social media opinions and well-meaning advice, where does scientific truth end and misconception begin? Let’s explore the facts behind this widely misunderstood condition.
Myth 1: ADHD is a "phantom disorder" and does not really exist.
FACT: ADHD is a scientifically validated neurobiological condition. Scientific research spanning years tells us ADHD is a biologically-based disorder that includes inattention, impulsiveness, and sometimes hyperactivity. While the causes of ADHD are not fully understood, recent research suggests that ADHD tends to run in families and therefore can be inherited. An imbalance of neurotransmitters – chemicals used by the brain to control behaviour – also plays a significant role in the manifestations of this disease. The evidence is clear: ADHD is as real as diabetes or any other medical condition, with observable biological markers and documented impacts on brain function and daily life. ADHD can have serious consequences and needs proper diagnosis and multi-disciplinary treatment– medical and psychological. Before a patient is diagnosed with ADHD, other possible causes of his or her behaviour have to be ruled out.
Myth 2: ADHD is the result of poor parenting and lack of discipline.
FACT: ADHD is recognised as a neurodevelopmental disorder by medical professionals worldwide. Since the causes of ADHD are genetic and biological, the parents cannot cause ADHD by being too strict or too lenient. However, family instability, poor parent-child relationship and mental disorders in the parents may influence the child’s ability to control his or her ADHD behaviour. Most parents of ADHD children are extremely conscientious and involved in trying to help their child succeed. These parents have often developed highly advanced parenting skills out of the necessity of dealing with their child’s behaviour and school issues.
Myth 3: Children will outgrow ADHD when they reach puberty and their teen years.
FACT: ADHD often persists into adulthood. While some people may develop better coping strategies with age, this doesn’t mean they’ve “outgrown” ADHD. Instead, they’ve learned to manage their symptoms more effectively. Continued support and treatment adjustments may be necessary throughout different life stages. Thus, ADHD is not just a phase. It is a lifelong disorder that requires a developmental framework for appropriate diagnosis and treatment.
Myth 4: All children with ADHD are hyperactive and have learning disabilities.
FACT: ADHD is not a one-size-fits-all condition. Not every child with ADHD will be hyperactive and learning disabilities are separate from ADHD, though they can co-occur. Before children are diagnosed with ADHD, they must show symptoms that demonstrate consistent behaviour (for longer than six months) that is greatly different from what is expected for children of their age and background. They start to show the behaviours characteristic of ADHD between ages three and seven, including fidgeting; restlessness; difficulty remaining seated; being easily distracted; difficulty waiting their turn; blurting out answers; difficulty obeying instructions; difficulty paying attention; shifting from one uncompleted activity to another; difficulty playing quietly; talking excessively; interrupting; not listening; often losing things; and not considering the consequences of their actions. It is the less visible aspects of inattention and poor impulse control and not the visible hyperactivity, that has the biggest impact on poor school, career or social performance.
While 10 – 33% of children with ADHD also have learning disabilities, the two disorders cause different problems for children. ADHD primarily affects the behaviour of the child – causing inattention and impulsivity – while learning disabilities primarily affect the child’s ability to learn – mainly in processing information. The management of ADHD will be most successful when all three primary aspects (hyperactivity, inattention, impulsivity) are addressed by medical and psychological/behavioural intervention.
Myth 5: Girls have lower rates and less severe ADHD than boys.
FACT: ADHD medications manage symptoms but do not cure the condition. Stimulant medication (e.g. Ritalin, Concerta) and non-stimulant medication is effective in 70% of the children who take it. In those cases, medication causes children to exhibit a clear and immediate short-term increase in attention, control, concentration, and goal-directed effort. Medication also reduces disruptive behaviours, aggression, and hyperactivity. While medications can significantly improve quality of life for many people with ADHD, they are most effective when used as part of a comprehensive treatment plan that includes behavioural strategies, environmental modifications, and appropriate support systems. Psychological and behavioural therapy along with continued parental support should form an integral part of the treatment of a child with ADHD.
Questions to ask your doctor
- How do ADHD medication work?
- What are the long-term effects of stimulant and non-stimulant medication?
- Is there any value in trying complementary therapies such as music, and pet therapy?
- Do diet and nutrition have any effect on hyperactivity?
Medical Dictionary
ADD (Attention Deficit Disorder): An inability to control behaviour due to difficulty in processing neural stimuli.
ADHD (Attention Deficit Hyperactivity Disorder): A family of related chronic neurobiological disorders that interfere with an individual’s capacity to: regulate activity level (hyperactivity), inhibit behaviour (impulsivity) and attend to tasks (inattention) in developmentally appropriate ways.
Behavioural intervention or therapy: A treatment programme that involves substituting desirable behaviour responses for undesirable ones.
Hyperactivity: A higher than normal level of activity. Behaviour can be hyperactive. An organ can also be described as hyperactive if it is more active than usual.
