Kate Lunau reveals the reasons behind the rapid rise in diagnosis rates in her 2014 paper,

Is ADHD a Mental Health Crisis, or a Cultural One?​, exposing internal and external forces that

play into the overdiagnosis of ADHD and the pressures to medicate children. ADHD is a

neurological disorder causing hyperactive and inattentive tendencies. As of lately, ADHD in the

U.S has become an epidemic, with “more than one in ten kids...diagnosed; [and] more than 3.5

million...taking drugs to curb symptoms” (Lunau 2018). Other countries, including Canada, are

not as behind as we would think, affecting “between 5-10% of the population” (Lunau 2018). So

why this rapid increase?

Kate identifies many factors that considerably affect this rate. For starters, school

facilities and educators rely on their (rather low) budget for the school year; schools with a

greater student success average receive more government funding. Therefore, schools with lower

test scores are correlated with increasing diagnosis rates of ADHD. These schools push the child

and parents towards a diagnosis and medications in order to raise academic standards. In some

places, students with a diagnosis of ADHD are placed into ‘special education’, where the

student’s test scores are not recorded into the school’s average.

Drug advertisements also seemingly affect this rate by presenting a previously ‘troubled’

child, who after being medicated with the company’s medications, is now a successful and

respectful child who focuses in school (better test grades), and helps with chores around the

house. Clearly instilling fear of their child not succeeding in parents. “Given the tight job market
and increasing academic demands” (Lunau 2018), students are under more pressure to succeed

now more than ever.

People with ADHD (compared to those without) have an under aroused brain; a result of

a lack of dopamine receptors and slightly smaller brain volume. Still, there is no definitive test or

brain scan that can give a diagnosis. Thus, most diagnoses’ are determined by the guidelines of

the DSM-Diagnostic and Statistical Manual of Mental Health Disorders. The DSM categorizes

very general symptoms and places them with a diagnosis. The symptoms enlisted under

“ADHD” (trouble with organization, sitting still, distractibility, excessive talking, etc),

demonstrates actions and behaviours that can be seen as “ordinary childhood behaviour” (Lunau

2018). Most children will experience at least one, if not all of these ‘symptoms’ at one point in

their lives. Due to these generalized symptoms, “there are a great number of conditions that

resemble ADHD” (Lunau 2018).

The misdiagnosis of ADHD is usually a result of underlying physical or mental health

issues. “The most common being hearing and/or vision issues” (Lunau 2018), extending to

Bipolar and Tourette’s syndrome. In some cases, even as little as sleep deprivation can replicate

symptoms of hyperactivity and impulsivity-associated with ADHD. It was surprising to hear that

only “approximately 20% of people diagnosed...actually [have the] neurochemical distractible

impulse” (Lunau 2018) that embodies ADHD; all others are misdiagnosed.

While I had a good amount of prior knowledge on the DSM and the

overdiagnosis’ as a result of their mediocre guide, I was not aware there was an alternative such
as the much stricter, “World Health Organized International statistical Classification of

Diseases” (WHO ICD). The ICD is still followed in some places today, such as France and Italy.

Despite the epidemic of ADHD, France and Italy maintain a low diagnosis rate. When compared

to those who practice through the DSM, we can see a significant difference. Leaving us to

wonder, could the DSM be to blame for this rapid increase in the diagnosis of ADHD and the

rush to medicate?

While I do not doubt the DSM as a major factor in the epidemic, it is important to also

take into consideration the very different lifestyle, culture, and beliefs between the countries;

what they are exposed to, and the level of standard they are held at. Within the decade, “ADHD

rates in the U.S may reach more than 15% of [the population], with as many as ⅘ of those

diagnosed... medicated” (Lunau 2018). Misdiagnosis’ delay proper treatment; while supporting a

false chemical makeup in your brain. Children taking these medications for long periods of time

will inevitably build up a tolerance to the drug, resulting in a continuously rising quantity and/or

strength. With a rise in the dosage, one also risks heightening the unwelcoming side-effects of

the brain-altering drug.

With all this information debunking ADHD, it is essential to remember, for some, ADHD

is a very real, “life-long, debilitating illness” (Lunau 2018). While it is important to note the

internal and external factors that play into the diagnosis of ADHD, we cannot disregard a student

who is struggling and brush off the needs of a student with ADHD because we do not consider

their diagnosis to be legitimate. Education students reading Lunau’s article can benefit from the
different perspectives on an uprising issue we as teachers will often have to face. In taking in all

this information, we must remain open and genuine to each of our students. Rather than jumping

to a diagnosis and a ‘magic’ pill to ‘fix’ a less than desirable behaviour, we should be realizing

where the student may be struggling, and take extra time with that student to see what strategies

they can benefit from. Students with difficulty sitting and staying focused may benefit from

intermittent studying and more active activities, to burn off excess energy and aid in memory.

Our first conclusion should not be to medicate the children to meet our standards of a ‘good

student’ as ​symptoms do not necessarily determine a diagnosis.

References

Lunau, Kate. ​“Is ADHD a Mental Health Crisis, or a Cultural One?​” Macleans.ca, 4 Nov. 2018,

https://www.macleans.ca/society/health/is-adha-a-mental-health-crisis-or-a-cultural-one/.