Nowadays, more and more children are being diagnosed with a hyperkinetic disorder - also known as a brain metabolic disorder. ADHD (with hyperactivity) and ADD (without hyperactivity) are terms that every parent and teacher is familiar with. But the question arises: are there really more children affected or are we simply more sensitive to it? This question remains open, but one thing is certain: in the past, there were many children who were known as "fidgety Philip" or "dreamers" who somehow ran through the school system - usually without any special support. They were neither encouraged nor were there any therapeutic approaches. Today, this problem is no longer ignored, but support often falls by the wayside.
If you take a look at today's adults, you will notice that quite a few of them only realise in adulthood that they suffered from ADHD or ADD in childhood. Instead, other problems such as depression or addiction were often diagnosed - while the original disorder remained in the dark.
Why today's times are torture for children with ADHD/ADS
In the past, children with ADHD or ADD were able to go through the school system largely unnoticed - without specialized support and often without any significant assistance. Today, however, the problem is clearly evident as soon as they start school. Children not only struggle with the classic school requirements, but also with unexplained frustration and learning blocks. The extent of these problems often only becomes apparent after months of homework stress and failed attempts to meet the requirements. For parents and teachers, it becomes obvious by the 2nd or 3rd grade at the latest that there is more to it. Then the diagnosis is initiated, but the path to an official determination often takes months - thanks to overworked child psychiatrists. When the diagnosis is finally made, there is temporary relief: finally an explanation for the chaos.
But the reality is bitter: the diagnosis does not bring an immediate solution. Most primary schools are not sufficiently prepared, either in terms of personnel or expertise, to address the specific needs of children with ADHD or ADD. Rather, ADHD/ADD is becoming another unsolved problem in an already overburdened education system. The schools are simply overwhelmed by the large number of children who are struggling with different challenges - from giftedness to specific learning disabilities. There is neither individual support nor the necessary therapeutic support that these children urgently need.
The result? Instead of targeted support and resources, children with ADHD/ADD often have to just "get by" - and fail. They become outsiders in a system that is unable to recognize and meet their needs. And while society demands that children overcome their individual challenges, most are left with only one lame answer: They are not the norm - and therefore unfortunately often not welcome.
In the past or today: Did children suffer in the same way or was everything more carefree?
The question that arises is whether children in the past suffered as much as they do today, or whether things were more carefree back then. It may seem that children today are under more pressure, but in many cases the suffering has always been there - just without the ability to name it. In the past, there was little diagnosis and even less help, which meant that children who would be diagnosed with ADHD or ADD today were considered "troubled" or "difficult" and often entered the adult world without the necessary support. Many of them found themselves in a life of frustration and misunderstanding, not knowing why they felt different or could not cope with the same expectations as those around them.
Today, there is at least a diagnosis and a growing awareness of the disorder. But even though more children than ever are being identified and treated, the pressure on them is greater than ever. The demands of the school system are high, and social media, constant digital connectivity and the ever-changing world are adding to the stress. Children with ADHD/ADD often face the challenge of keeping up with the flood of stimuli and constantly changing demands - a challenge that many adults, even with all their life experience, can hardly face.
So it may be that in the past, children were less likely to be diagnosed and "just got by," but the price for this was high: they were not understood, not supported, and left to navigate the world in their own, often flawed, way. Today, with all the challenges of modern times, we see many of the same difficulties - only with increased awareness and an education system that is completely inadequate to meet the specific needs of affected children. Advances in diagnostics have done little to change the structural deficiencies of schools, which remain unable to provide truly individualized support.
Compensation for Disadvantages – a Concept with Questionable Effects ADHD/ADS in Children
In individual cases, a dedicated teacher can make a real difference, but often the support is reduced to compensating for disadvantages. This usually only provides for children with ADHD/ADD more time for class work. But how much does this really achieve? Extended working hours neither address the underlying concentration problems nor do they promote the necessary focus. The result is often the same: no improvement in performance.
Although the NRW Ministry of Education provides a toolbox for children with ADHD/ADD - with measures such as structured daily routines, visual aids, regular breaks and differentiated grading - many of these approaches fail in practice due to bureaucratic hurdles, inadequate teacher training and a lack of support from school guardians. What remains is the theory, which is not put into practice - and the children are left alone with their challenges.
Performance Pressure and Its Consequences
The reality is sobering: many children suffer from the high pressure to perform. Despite the compensation for their disadvantage, their grades often do not improve, which leads to frustration and self-doubt. The result is often medication, which can improve attention but is not a long-term solution. Due to long waiting times for therapeutic measures - such as behavioral therapy - it often remains a symptomatic treatment without really promoting the resources and potential of the children.
At the end of primary school, a kind of "sifting out" takes place. Children with ADHD or other abnormalities are often recommended to attend a lower level of school due to stigmatization. But more and more parents ignore these recommendations and send their children to high school anyway. But this reveals another problem: high schools are often the least prepared for the needs of children with ADHD and specific learning disabilities. They have been too spoiled when it comes to selecting students. While reading and writing difficulties (LRS) are receiving more recognition through targeted measures and grading adjustments, ADHD often remains misunderstood and is less specifically promoted.
Undiscovered Talents: Why Impulsive and Dreamy Children Are Often Misunderstood
Children with ADHD/ADD are quickly labeled as "bullies" or "troublemakers," while "dreamers" are seen as disinterested. But behind these labels lies extraordinary creativity and intelligence. Unfortunately, this potential often goes untapped because the education system neither responds to children's strengths nor understands their individual needs. Instead of targeted support, the focus is on suppressing impulsivity and daydreaming - often with medication. What these children need is a system that recognizes and encourages their unique ways of thinking.
A system that lets children down
The education system is dilapidated and overwhelmed. Despite existing approaches, these often remain unused, while children with ADHD/ADD continue to suffer pressure and exclusion. It is a scandal that a toolbox of methods from the Ministry of Education is gathering dust in drawers. The consequences: emotional disorders, stigmatization and social exclusion. It is high time to recognize the strengths of these children and create an education system that supports them instead of holding them back. ADHD is not a "fashionable disease", but a challenge that can be overcome with the right approach.
Dear parents, be patient with your children. Do not let external pressure or societal expectations discourage you. Every child's brain needs time to fully mature, and this is especially true for children with ADHD/ADD. These children often struggle with a dopamine deficiency, which disrupts their reward system. Their successes must therefore not be tied to your love. Show your child that they are loved unconditionally - regardless of their achievements. Positive reinforcement, genuine praise and support are crucial to building your child's self-confidence. Behavioral therapy and systemic therapy are effective ways to achieve profound changes, but patience is also required here.
What is often overlooked, however, is the additional pressure that today's media world puts on children, especially those with ADHD/ADD. Cell phones, gaming and apps encourage fragmented attention and require constant processing of stimuli in ever shorter periods of time. Children who already have difficulty concentrating are further overwhelmed by these digital distractions. In a world where 30 seconds is the "ideal" concentration time, many children lose the ability to focus on a task for longer periods of time. This is where you as parents are asked to consciously go against this trend: monitor and regulate media consumption, set clear boundaries and ensure that your child does not only live off quick, superficial stimuli. Create fixed times for media use and encourage activities that require deeper concentration and stamina. And most importantly: create space for boredom!!!
You are your child's unwavering support in this process. Stay patient, stand behind them like a wall and help them to find their way in this complex world. Despite all the challenges, we are dealing with extraordinary individuals who - with the right support and guidance - have enormous potential for creativity and resources. This path takes time, but it is worth it. Your child has everything they need to grow - and you are the key to helping them reach their full potential.
ADHD/ADS in children
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