ADHD Part 2: What Else Could it Be?

Hopefully you just read the first post in this 3-part series, “What (actually) is ADHD?” But if you didn’t, you should. Go ahead, it’s worth it.

As we left off, ADHD is actually gauged by the child’s behavior, not a brain scan or lab test. And here’s the crux of the issue. There are many reasons that the brain may not be operating at optimal “executive function” levels! Numerous factors like anxiety, trauma, a childhood accustomed to an over-reliance on screen time, intense family conflict or breakage, significant instability in early childhood (like foster care, frequent moves, or worries over meeting basic needs), ALL affect the brains ability to access the prefrontal cortex. Finally, he or she may just be a late bloomer, so they’re not measuring up to their same age peers when compared in, say, the classroom.

Even though it may be hard to identify the factor(s) at play, there is an upside. In most of these cases, the brain can be helped to catch up! (PSA- medication does not help the brain catch up. It fills in the gaps for it, like a platform shoe for someone with a one shorter leg.) So the question at hand should be more about *why* the child’s brain is under-performing, not just if or by how much. 

HERE IS THE BEST NEWS: Oftentimes, addressing the deeper issues of anxiety, trauma, emotional safety, or brain development in a therapeutic setting reveals that the child does not have an organic ADHD issue; rather she just has some mental catching-up to do. (I know, way to bury the lead!)

A quick detour about anxiety, specifically:

It’s also important to note here that anxiety is co-diagnosed in 1 out of 3 ADHD-diagnosed children. I personally think this is a skewed way to look at it in most cases. Anxiety is the taproot for many distracted children. It is actually drawing focus away from the tasks at hand and having the side effect as ADHD. And guess what, stimulant medications which are usually prescribed for ADHD actually COUNTER-ACT with anxiety, making their worries and difficulty concentrating worse! Yet the parent and prescriber often see this is a “low dose” problem and keep increasing the meds! Cue vicious cycle. Alternatively, providing an anxious child with emotional and behavioral tools to manage their anxiety will inherently improve focus. Medication is typically not needed! 

Alright, at this point I may sound like a med-basher. And truly I’m not. When you read the final post in the series, you’ll see. However medication is not a magical fix, at least not without its side effects, trial and error, and costs. So it’s important to know precisely what problem you’re facing before you start implementing the (possibly wrong) solutions. So the take-away from this post should be: don’t assume that distractibility is organic ADHD. If you are not sure whether your child has true ADHD or possibly something else going on, contact a mental health professional. [read here if you want to know what type of professional to contact].

Okay, hopefully you’ve read ADHD basics and now you know more about what else could be causing those distractions and fidgets. For guidance on moving forward practically, read the third post, “It’s ADHD, what now?”