ADHD – More than an “Attention Problem”

, , ,

By Beth Thomas, MSW, LSW – May 6, 2026 –

Parenting a child with attention-deficit/hyperactivity disorder (ADHD) can sometimes feel overwhelming, leading to feelings of frustration, stress, confusion, or even feeling disrespected by your child. Children with ADHD are often unfairly labeled as “lazy” or “daydreamers,” but these characterizations are common misconceptions that overlook the neurological basis of the condition and the challenges it presents.

ADHD is a medical condition, more specifically a neurodevelopmental disorder that affects how the brain develops and functions. Differences in brain structure and activity can influence areas responsible for executive functioning, including planning, organization, task completion, sustained attention, and the regulation of emotions and impulses. Individuals with ADHD often have differences in dopamine activity, a brain chemical that plays an important role in motivation, reward, and attention.

ADHD and its symptoms can affect nearly every aspect of a person’s life, influencing both workplace performance and everyday self-management. The condition is typically categorized into two main types: inattentive and hyperactive-impulsive. Some individuals experience features of both, known as the combined type.

Symptoms of the inattentive type often include frequently misplacing essential items (such as a cell phone, glasses, or keys), difficulty maintaining focus on tasks or conversations, and trouble fully listening when spoken to, sometimes becoming easily distracted or interrupting others. Individuals with the hyperactive-impulsive type may fidget, struggle to remain seated, interrupt conversations, or respond to questions before they are fully asked. Those with the combined type of ADHD experience a mix of symptoms from both categories.

Studies show that there are measurable anatomical differences between the brains of individuals diagnosed with ADHD and those without the condition. Although the exact cause of ADHD has not yet been identified, ongoing research continues to deepen our understanding. In addition to potential genetic influences, several non-genetic factors have been linked to ADHD, including premature birth, high levels of stress experienced by the mother and baby during pregnancy, and prenatal exposure to toxins such as tobacco smoke or alcohol.

More than 65% of individuals with ADHD are also diagnosed with at least one additional condition, often referred to as a coexisting or comorbid condition. These can include anxiety disorders, depressive disorders, mood disorders, behavioral and conduct disorders, autism spectrum disorder, sleep-related difficulties, and learning disabilities.

There are a variety of treatments available for ADHD. Typically, the most common treatments are therapy, medication, and/or lifestyle changes. No one treatment will work the same for everyone. It is important and encouraged to talk with a professional about any concerns, questions, or interests you have concerning ADHD treatments. With the appropriate treatment, someone with ADHD can live a fulfilling and successful life.

Beth Thomas, MSW, LSW, is a Youth First Mental Health Professional at Hebron Elementary School in Vanderburgh County. Youth First, Inc., is a nonprofit dedicated to strengthening youth and families. Youth First provides over 100 highly trained mental health professionals (primarily master’s level social workers), prevention programs, parent engagement coordinators, and bilingual support personnel to 130 schools across 14 Indiana counties. Over 55,000 youth and families each year are served by Youth First’s school-based social work and community programs that promote mental health, prevent substance misuse, and maximize student success. To learn more about Youth First, visit youthfirstinc.org or call 812-421-8336.

/by

Preparing Children for Kindergarten: Skills for Early Success

, ,

By Daisy Mata, MSW, LSW – June 17, 2025 –

Many people may not recall their first day of school, but for some, it remains an unforgettable memory. Personally, I can only remember being taken to the bus stop, feeling a mix of excitement and shyness about the experience.

Looking back, I realize that my early education was significantly supported by programs like Head Start, which provided essential skills for young learners. Recently, I spoke with custodians who have spent several years in the school system, and they voiced their concerns about incoming Kindergarten students. They noted that many young children today seem unprepared for the demands of school.

In her article, “Ready or Not Kindergarten, Here We Come,” Kelly Galuski highlights important skills that can be taught to children before they enter the classroom, paving the way for a successful educational journey.

First, Galuski recommends that fostering independence at home is crucial for your child’s development. Start by encouraging them to dress themselves, manage their coat, use the bathroom independently, wash their hands without constant reminders, and put on their own shoes. Providing serving spoons at mealtimes allows your child to serve themselves and clear their own dishes, which are essential skills that will benefit them in various settings, from the coatroom to the lunchroom.

Focus on self-help skills by teaching your child to wipe their face after meals and blow their nose without assistance. It’s equally important for them to feel comfortable asking an adult for help when necessary.

Establishing and following routines can significantly ease the transition to school. Create consistent morning habits, such as waking up at the same time, getting dressed, and enjoying breakfast together. These routines will help your child adjust more smoothly to a school environment.

Lastly, acknowledge your child’s feelings about starting school. Avoid overwhelming them with discussions about school, especially until the end of summer. Whether they express excitement or nervousness, take the time to validate their emotions and provide reassurance. By focusing on these key areas—independence, self-help skills, routines, and emotional acknowledgment—parents can effectively prepare their children for successful transitions into school and beyond.

/by