According to 2024 research conducted by the Centers for Disease Control, an estimated 7 million (11.7%) U.S. children aged 3–17 years have a current ADHD diagnosis. Attention-Deficit/Hyperactivity Disorder (ADHD) is a common, chronic neurodevelopmental disorder that begins in childhood and frequently persists in adulthood.
Ever since her fellowship training started in 2017, Helen Young, PhD, has been helping families navigate what an ADHD diagnosis, treatment plan and continued care can look like.
Young is an assistant professor of clinical pediatrics in the Division of Endocrinology at the Indiana University School of Medicine. While her primary role focuses on supporting children across the diabetes spectrum, throughout her career she has also gained extensive experience assessing and working with children who may have ADHD. Although it might not seem like endocrinology and ADHD are related, Young notes that many children manage both chronic illnesses, like Type 1 and Type 2 diabetes, along with executive functioning difficulties.
For families and care teams, addressing every aspect of a child's overall health and daily needs is important to understanding and managing ADHD. Common challenges associated with the condition include difficulty sitting still, interrupting others, sustaining attention, processing information and retrieving information from memory.
However, every child is unique and some may exhibit less common signs.
“ADHD can present in different ways, including predominantly hyperactive, predominantly inattentive or combined presentations,” Young explained. “Children with inattentive ADHD may sometimes go unnoticed because they appear to follow along in class while their attention has drifted.”
We asked Young to share her experiences working with children experiencing ADHD.
Question: How do I know if my child really has ADHD?
Helen Young: There are several ways to pursue an ADHD evaluation for a child, including starting with their primary care doctor or contacting a psychologist who provides assessment and therapy services. To determine whether a child has ADHD, it is important to assess their functioning across multiple settings, such as home, school and extracurricular activities, to identify a consistent pattern of difficulties rather than challenges that occur only in specific situations. The evaluation typically involves questionnaires completed by parents, teachers and other adults who regularly interact with the child to determine whether there is agreement about the symptoms and how they affect the child’s daily life. Based on this information, a diagnosis can be made and appropriate treatment options can then be discussed.
Q: Does my child actually need ADHD medication?
Young: When discussing ADHD treatment, it is important to respect each family’s values and preferences, and medication is not the only option. Although finding the right medication can be life-changing for some children, behavioral strategies can also be effective, particularly for families who are not comfortable with medication. For younger children, this may involve parent-focused interventions that help caregivers establish consistent routines, clear expectations and structure at home, allowing children to better understand what is expected of them and develop the skills they need to succeed.
Q: What is a common side effect of ADHD medications?
Young: I would say one of the most common side effects that I hear from families is a shift in appetite, like a decreased appetite.
Q: What if it’s not ADHD? What else could be causing uncharacteristic behaviors?
Young: Some symptoms commonly associated with ADHD, such as difficulty paying attention, restlessness and trouble sitting still, can also occur in children with anxiety or depression. Because these symptoms can overlap across different conditions, it is important to seek professional support to help determine the underlying cause. Gathering input from multiple sources, including parents, teachers, coaches and other adults who interact with the child, can help build a more complete picture of the child’s behavior and functioning across different settings, supporting a more accurate assessment and diagnosis.
Q: Will ADHD affect my child’s future?
Young: Receiving an ADHD diagnosis can be an opportunity for the whole family to better understand a child’s challenges and identify ways to support them. Although parents may worry about how ADHD will affect their child’s future, children with ADHD can be just as successful as their peers without the diagnosis. The key is recognizing the underlying difficulties early and providing appropriate strategies, treatment and support to help the child manage those challenges and reach their full potential.
Q: What is a common misunderstanding about ADHD?
Young: A common misunderstanding about ADHD is that children’s difficulties with paying attention, sitting still or following directions are intentional choices rather than symptoms associated with the condition. Parents may become frustrated when they have to repeatedly remind their children to complete tasks but understanding that these challenges are related to ADHD can help families shift their focus from frustration to providing appropriate support.
Another common concern involves ADHD medication, particularly stimulant medications, which can be adjusted to fit a family’s needs in collaboration with the prescribing medical professional. For example, some families choose to have their children take medication during the school year but not during the summer, or on school days but not weekends. While medication is a personal decision, it is important for families to remain open to exploring different options, recognizing that a treatment that does not work for one child may be beneficial for another.
Q: What else would you want readers or caregivers to know?
Young: Parents should feel empowered to advocate for their children, regardless of whether they have an ADHD diagnosis. Understanding whether a child’s challenges stem from ADHD or another cause is important for identifying the most appropriate support to help them succeed. Parents are encouraged to seek guidance from their school community, primary care providers or therapists and to explore available educational resources, including 504 plans and individualized education programs (IEPs), which can provide support and accommodations for eligible children. Families do not have to navigate these challenges alone and as a school psychologist by training, I encourage them to learn about the protections and resources available to their children. To get started, parents can contact their child’s school counselor, principal or front office to ask about the process for exploring a 504 plan or IEP and determining what supports may be appropriate.
