Understanding ADHD: A Guide for Parents and Teachers

Practical Strategies and Evidence-Based Insights to Help Children with ADHD Succeed at Home and in the Classroom

Although attention deficit hyperactivity disorder (ADHD) has been recognized for over a century, it’s receiving more attention today than ever before. First described back in 1902 by Sir George Frederic Still—with symptoms mentioned even earlier by Sir Alexander Crichton in 1798—ADHD how affects millions of people worldwide. With information about ADHD appearing everywhere from magazine covers to social media feeds, it’s easier than ever to find resources on the topic. Yet, the sheer volume of this information can be overwhelming, and not all sources are trustworthy. For parents and teachers trying to support children or adolescents with ADHD, sorting fact from fiction can be especially challenging.

If you have questions about ADHD, you’re not alone. There are a lot of myths about the condition out there, but this blog aims to provide clear, essential information for parents and teachers. Here, you’ll find the facts you need to better understand ADHD symptoms and discover practical ways to offer support.

What is ADHD?

ADHD is a neurodevelopmental disorder that affects how the brain develops and works. It is characterized by an ongoing pattern of symptoms that fall into one or both of the following categories:

• Inattention: Difficulty paying attention, staying organized, or completing tasks, as well as frequently getting distracted, daydreaming, procrastinating, or losing items.
• Hyperactivity/Impulsivity: Frequent fidgeting, restlessness, talking excessively or interrupting others, and having trouble sitting still (especially for extended periods).

Like many other neurodevelopmental disorders, ADHD is not one-size-fits-all. This is because there are three different presentations, or kinds, of ADHD:

Predominantly Inattentive Type

People with this type of ADHD mainly show symptoms related to inattention. They may:

• Struggle with staying organized
• Frequently forget daily tasks or assignments
• Have trouble paying attention or staying on task
• Make careless mistakes in school
• Get easily distracted
• Not follow through on instructions
• Lose track of time or belongings

Predominantly Hyperactive/Impulsive Type

This type of ADHD is often easier to spot in children, as it involves behaviors that may be disruptive in class or at home. A person with this type is likely to:

• Fidget with their hands, feet, or items around them
• Talk too much
• Interrupt others or blurt out answers
• Have trouble waiting their turn
• Act on impulses without thinking about the consequences
• Frequently run around or not be able to sit down for long
• Have difficulty remaining quiet

Boys are more likely to fall into this category than girls, which is why they are historically diagnosed more often due to the outward nature of symptoms.

Combined Type

Those with this type of ADHD show symptoms of both the above two types. It is the most common presentation of ADHD and is what most people associate with the condition.

It’s important to remember that even people with the same type of ADHD may display symptoms differently. This is because the condition can vary in severity, and many individuals may also learn to “mask” certain behaviors as a way to appear more neurotypical.

How Common is ADHD?

ADHD is one of the most common neurodevelopmental disorders of childhood. According to recent data from the Centers for Disease Control and Prevention (CDC), it affects an estimated seven million (11.4%) U.S. children aged 3-17 years—though these numbers include only those that have ever received a diagnosis.

Diagnoses have risen in recent years, particularly for women and adults. The rise in diagnoses does not, however, necessarily mean that more people today have ADHD than in previous decades. It is more likely a symptom of the changing scape of how mental health is viewed and discussed publicly, be it through conversation or within media.

The COVID-19 pandemic is one of the key factors that led to an increase in patients of all ages seeking care for ADHD, especially as signs of the condition may have become more noticeable during lockdown. Social media has also made it easier to find information and personal stories from people with ADHD, heightening public interest in the topic.

What Causes ADHD?

There is no singular known cause of ADHD identified by scientists, though growing evidence does suggest that genetics may contribute. Brain scans have also indicated anatomical differences in the brains of children with ADHD compared to children without the condition, and non-genetic factors (such as low birth weight, premature birth, and exposure to certain substances in the womb) have also been linked to the disorder.

ADHD appears to impact the frontal lobe, impacting the way an individual uses directed attention (or the ability to focus things they don’t find interesting). It also affects executive functioning, which refers to the set of cognitive skills related to planning, solving problems, and adapting to new situations. These skills are essential for managing daily tasks, which means that a child with ADHD may have a harder time with:

• Completing their homework
• Meeting deadlines in school
• Staying organized
• Tardiness
• Switching between tasks
• Focusing in class, especially when the topic is not one that interests them
• Sitting still for extended periods

How is ADHD Diagnosed?

There is no single test for ADHD, but healthcare providers can provide a diagnosis based on assessments of certain symptoms based on criteria from the DSM-5-TR. To receive a diagnosis for ADHD, a child must:

• Have at least six symptoms that fall into the inattention group or hyperactivity/impulsivity group (or at least six symptoms from each group)
• Have experienced symptoms before the age of 12
• Have symptoms that are disruptive to their daily activity and relationships
• Have symptoms that occur in at least two settings, such as at school and at home
• Not have another medical condition responsible for these symptoms

Diagnosis occurs in three steps: identifying behavior clusters, ruling out alternative causes of these behaviors, and confirming if any co-occurring conditions (such as anxiety, depression, or another neurodevelopmental disorder) are present.

Since ADHD is not a condition that can be diagnosed with a lab test, a healthcare provider will do an ADHD assessment to learn more about the child’s behaviors across various settings. Providers may recommend that a patient with suspected ADHD sees a specialist, such as a neuropsychologist or psychiatrist, for this process. The assessments used require information not only from the child, but also from individuals close to them who would observe their behaviors (such as parents and teachers).

Psychological assessment tools like the Clinical Assessment of Attention Deficit-Child (CAT-C) comprehensively assess symptoms of ADD and ADHD in children by collecting parent, teacher, and self-reported answers. Such instruments provide a clear picture of symptoms, with embedded validity scales that help ensure accuracy. In some cases, additional instruments may be used to help rule out other potential conditions and gain deeper insights into specific impairments. The Behavior Rating Inventory of Executive Function, Second Edition (BRIEF2), for example, is one tool used by clinicians to pinpoint where and why a child struggles with executive dysfunction. By doing so, they can make more informed decisions and create more impactful treatment recommendations.

What Does Treatment for ADHD Involve?

Once a child has received an official ADHD diagnosis, their healthcare provider can recommend ADHD treatment based on the child’s age, needs, and symptoms. Designed to help successfully manage symptoms and minimize the disruptions to daily life, these treatments usually fall into two main groups:

• Behavioral interventions: These interventions are intended to build practical skills and help the child improve on challenging behaviors that impede their regular activities. Such interventions may include establishing routines, learning new skills for peer interaction, and developing coping strategies.
• Medications: Several kinds of medications have been approved to treat ADHD, including stimulants and non-stimulants. These work by increasing the levels of neurotransmitters in the brain, helping to ease ADHD symptoms. These medications do not cure ADHD, but they are highly useful in helping patients to ignore distractions, control their behavior, and focus their thoughts.

A provider will typically recommend behavioral interventions before prescribing any medications, and they will monitor how the child responds to each treatment in order to track their progress and change recommendations over time.

Does ADHD Go Away with Time?

While ADHD was once thought of as a childhood disorder, it is now known that the condition is not something that an individual simply “grows out of” once they reach adulthood. ADHD does not, however, have to be an impairing condition. With effective treatment, some people no longer show difficulties from ADHD symptoms as adults. Others learn how to use their ADHD as a strength, giving them a uniqueness that they harness to flourish in their personal and professional lives. Having regular appointments with a healthcare provider or psychologist is key to this success, as these professionals can assist with tailoring treatment and encouraging strategies to manage ADHD symptoms.

This underscores the importance of seeking care, especially as children with untreated ADHD are more likely to experience academic issues or to drop out of school. As adults, untreated ADHD can also lead to an increased risk of motor vehicle accidents, problems with work, and even incarceration. Education about the condition—as well as early diagnosis and intervention—can help people with ADHD better understand their symptoms, leading to better outcomes over the course of their lives.

Caring for a Child with ADHD: What You Need to Know

Understanding ADHD is a journey—one that requires compassion, patience, and a willingness to learn. As we’ve explored here, ADHD is a complex neurodevelopmental disorder that affects each individual differently. With the right support though, children and adolescents can thrive both in and out of the classroom.

Parents and teachers play a vital role in helping young people with ADHD discover their strengths and develop strategies to manage challenges. By staying informed, embracing evidence-based approaches, and fostering open communication, you can make a meaningful difference in the lives of those with ADHD. Remember, with understanding and support, ADHD can become not just a challenge to overcome, but a unique aspect of what makes each child extraordinary.

To learn more about evidence-based tools and resources for supporting children with ADHD, visit PAR’s Learning Center for expert insights and practical guides.