With ADHD diagnoses on the rise, it raises the question of whether it’s right to evaluate children’s behavior only from an adult perspective. Excessive anxiety caused by ADHD can actually hinder children’s healthy development, and schools and society should move toward respecting and understanding children’s individuality.
In South Korea, ADHD has recently been plaguing parents of elementary school children. It all started when a teacher told parents of elementary school students who couldn’t stay in their seats for long and couldn’t concentrate in class, “I suspect your child has ADHD.” Unsure of what to do about their child’s behavior at school, they take their child to the doctor and get tested for ADHD. For many parents, the diagnosis is a bewildering one: what they thought was just an active, energetic personality is now labeled as ADHD. This changes the way they see their child.
In the modern world, attention deficit disorder is considered a mental illness. For parents, this may seem like an unavoidable choice. This may be because ADHD itself is recognized as a disorder. However, it’s the problems that come with having ADHD that are more of an obstacle. ADHD can make it difficult to form good interpersonal relationships with friends, and as you get older, it can interfere with your ability to perform academic tasks that require a high level of concentration. In addition, the social stigma associated with ADHD can be a huge burden for parents. They fear that their child will be labeled as “problematic” by others, and they worry that their child will be bullied at school. This is a big problem for parents in Korea, where college entrance exams and social relationships are very important.
But is this excessive anxiety about ADHD actually making children sick? The lifestyle of children is basically very different from that of adults. The way they are taught at school and the basic policies they follow all come from the minds of adults. Is it possible that children who don’t fit into that mold are being labeled as “wrong” instead of “different”? Is it possible that we’re not making enough of an effort to understand their behavior and characteristics from the perspective of children instead of adults? It’s no secret that growing children prefer to be dynamic rather than static, and that this helps them grow. The tendency of children to constantly move and be active can be a natural phenomenon that indicates their healthy development. Therefore, instead of dismissing this behavior as a symptom of ADHD, you should give them the opportunity to release the energy they need. We should recognize that it can be very difficult for children to sit in their seats for a set amount of time at school. But who can define them as having ADHD? Moreover, children who are diagnosed with ADHD can be limited in their potential by false preconceptions. Children who are experiencing normal growth and development may think they have a disorder and actually develop more severe symptoms or become more introverted in front of others.
Schools should focus more on understanding these children rather than diagnosing them with ADHD. First of all, it’s important to recognize that children of this age have a lot of energy for activities. In addition, teachers need to understand their different learning styles and create an educational environment that accommodates them. South Korean schools have an allotted amount of physical education time to get kids outdoors. However, this is not nearly enough compared to the amount of physical activity practiced in other countries. For example, countries like Finland and Denmark guarantee at least one hour of outdoor activity per day, which helps children stay physically fit and better able to focus on learning. Outdoor time should be increased to ensure that children are getting enough activity to burn off energy. Schools should also recognize the diversity of their students. It’s never simple to bring children with different characteristics together in one common place to learn the same content. It’s important to develop an educational program that respects their individual inclinations and builds on their strengths. It may not be possible for schools to let children take only the classes they want. However, encouraging them to participate in classes by weighting the subjects they are interested in would be one way to increase their focus. This way, they can discover their interests and take more ownership of their learning.
While it may make sense for ADHD to be labeled as a disorder as a result of medical research, it’s important to remember that excessive suspicion of ADHD can be harmful to children who are otherwise developing normally. Furthermore, as a society, we need to recognize children’s “differences” as unique personalities and potential, not illnesses, and create environments that support their growth. We need to build a more flexible and inclusive education system, keeping in mind that an ADHD diagnosis is not the solution to all problems.
