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District should treat ADHD-related issues earlier

Attention deficit hyperactive disorder (ADHD) is a brain disorder that 11 percent of youth ages 4 to 11 have, according to Center for Disease Control. Yet some believe the disorder to be a myth — arguing that affected students simply need to “focus.”

Not only does ADHD affect a student’s academic performance, but it also affects their life outside of the classroom.  

Neglecting the presence of ADHD and its detrimental effects leads to student isolation and academic issues. Thus, Palo Alto Unified School District should set up programs that help detect ADHD at an early age, and then provide assistance to students with ADHD. The disorder occurs when a person has a lack of executive functions, which are  a set of skills that allow people to be productive.

These executive functions are vital to life, and include skills such as memorization, goal-setting and organization. Without these functions, it tends to be difficult for anyone, particularly students, to do whatever they want to do efficiently and done well.

I am a student who has been diagnosed with ADHD. Without any doses of Adderall or Ritalin, I find it difficult to concentrate on normal homework assignment for more than  10 minutes before being distracted. After doing two or three problems, I reward myself with an hour of free time.

Without having any help to suppress my condition, I cannot properly do any type of work and thus my grades suffer from my inability to have a sense of self control.

Students diagnosed with ADHD find it difficult to not only control themselves while studying but also control themselves in social situations. I sometimes find it difficult to keep up casual conversation and refrain from saying whatever is on my mind without censorship. My mind wanders whenever someone else is speaking, so following and listening to directions can be difficult for me.

The diagnosis of a student who may have ADHD often involves the consultation of a doctor and the detection of changes and patterns in the student’s life. A student may have performed at a high academic level from elementary school to middle school, but then perform poorly upon entering high school due to a late onset of ADHD.

Other symptoms that indicate ADHD include increased levels of anxiety, shorter attention spans, emotional outbursts, impulsivity and hyperactivity.

These symptoms may be present for the majority of the student’s life or may spontaneously come about at any point in life. Any indication that these symptoms may exist in a student calls for an immediate diagnosis. Not only does ADHD affect a student’s academic performance, but it also affects their life outside of the classroom.

ADHD does not simply make one “distracted” or “uncomfortable.”

Studies have shown that ADHD contributes to poor relationships and sporadic moments of high levels of anxiety. Those who did not undergo proper treatment withstand negative consequences in their life at work and at home.

ADHD does not simply make one “distracted” or “uncomfortable.” It is a brain disorder that must be treated in order achieve a person’s highest level of potential.

Without acknowledging ADHD, the disorder causes difficulties for both the student and those around him or her. It becomes challenging for the student to achieve the things they want to in life.

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