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Attention-deficit/hyperactivity disorder (ADHD) is a condition characterized by learning and behavioural disorders. These disorders are caused by inattention of a person and/or hyperactivity-impulsivity of that person. Due to the issue of inattention, the person is unable to focus on anything for a longer time. He or she lacks persistence and is disorganized. Due to the problem of hyperactivity, the person may show constant motion and extreme level of restlessness. In impulsivity, the person shows hasty actions without thinking about the long-term consequences. Inattention and/or impulsivity are the most important signs of ADHD (NIMH, 2016). I like to work on this topic as it is among the most important problems, and the management of which could help in improving the lives of younger generation, thereby improving the productivity of the area, where they live.
Symptoms of ADHD in students
Symptoms of ADHD, from person to person, may change with the passage of time. Hyperactivity-impulsivity is most commonly seen in preschool children, and the symptoms of inattention become prominent as the child reaches elementary school. This problem causes the child to struggle more in their academic activities (NIMH, 2016). Moreover, inattention, impaired working memory, and an increased level of mental restlessness can increase the chances of psychopathology such as anxiety and depression as well as substance abuse. Students of post-secondary educational settings, usually require more self-discipline along with higher order executive functioning as, for example, attentional control, so the symptoms of ADHD may present unique challenges to them (Woltering et al., 2012). Research shows that ADHD symptoms in college students can be influenced by gender and race. For example, female students having ADHD showed higher rates of inattention, impairment, and hyperactivity as compared to male students (Nugent & Smart, 2014).
Prevalence of ADHD in students
Reports show that about 5% of children in the world have the problem of ADHD, and more than 50% of children may keep on showing the problem of ADHD in adulthood, i.e. up to postsecondary education (Woltering, Jung, Liu, & Tannock, 2012). In a self-reported survey from North American college students, it has been found that 2% to 8% of students have clinically significant levels of ADHD. This problem is not only found in Western countries, but other countries are also facing the problem of ADHD in students as, for example, 15.4% of the samples of postsecondary students showed higher levels of ADHD symptoms in Iran, and 23.7% of the samples of postsecondary students showed higher levels of ADHD symptoms in Kenya. It has also been reported that many students, with previously unrecognized ADHD, come to the health centers and/or counseling at the university level (Nugent & Smart, 2014). In a study on the students at the University of Leuven in Belgium, researchers checked the prevalence of adult ADHD and related psychiatric symptoms. They surveyed more than 4,000 first-year students, and found that 1.4% to 8.3% of the students from the first year met the criteria for ADHD (Mortier et al., 2015).
Influence of the college life on student with ADHD
Inattention in students with ADHD
Hyperactivity-Impulsivity in students with ADHD
Other problems associated with ADHD
Research shows that the presence of ADHD in the students can also negatively affect their satisfaction with life. Along with primary symptoms and disturbances, they may also develop other problems such as increased level of worrisome and intrusive thoughts. Students having the problem of ADHD at college level have more chances of showing internet addiction, cigarette smoking, illicit drug use, alcohol-related problems, and risky sexual behavior as compared to students without ADHD (Nugent & Smart, 2014). In a study on students of first year from the University of Leuven in Belgium, researchers found that ADHD is also related to suicide attempts and binge eating along with other psychotic symptoms (Mortier et al., 2015).
Researchers have also found that sleep problems can also be developed in the patients of ADHD, and can become an important cause of inattention. However, further studies are required in this regard, i.e. whether sleep causes inattention or inattention becomes the cause of sleeplessness. ADHD can also result in increased chances of physical injuries such as open wounds, sprains, strains, dislocations, and fractures of the upper limbs (Nigg, 2013).
Identification of ADHD in students is among the most important tasks of any family and school as the assessment of ADHD can help in decreasing the problems commonly faced by the students. Usually, lack of communication between families, physicians, healthcare facilities, and other health care providers result in a delay in identification of ADHD in students. In this regard, ADHD Self-Report Scale can be used to assess the students having the problem and requiring proper care. This scale consists of the symptoms of the problem with certain severity level. In the scale, the scores of 0-3 show low levels of ADHD symptoms, 4-8 show moderate level of ADHD symptoms, and nine or higher shows the clinically significant levels of ADHD symptoms (Garnier-Dykstra, Pinchevsky, Caldeira, Vincent, & Arria, 2010). The Wender Utah Rating Scale can also be used to identify the chances of ADHD while considering the childhood symptoms (Nugent & Smart, 2014).
Strategies to improve the condition of students with ADHD
Parents and teachers can help the children with ADHD in staying organized and follow the directions. One of the first things they can do is to keep their routine same every day. They can make a schedule for the daily activities and place that schedule at some conspicuous place, where the child can see those activities. In case of any changes, it is important to write in the schedule as early as possible before the implementation of the change. Moreover, parents and teachers can also develop some proper place for everything, i.e. a proper place for toys, backpacks, and clothing. Children with the symptoms of ADHD usually require consistent rules that can easily be understood and followed, so it is important for parents and teachers to be as consistent and clear as possible. On a further note, praising or rewarding the children with ADHD can help in improving their condition as they usually expect and receive criticism (NIMH, 2016).
Treatment for ADHD
Psychostimulants such as amphetamine, methylphenidate, and pemoline are most commonly researched and prescribed medicines for the treatment of ADHD. Several studies have shown the short-term efficacy of these medicines in improving the symptoms of ADHD. Controlled studies of these stimulants have demonstrated their efficacy in decreasing the interruptions in class and decreasing the task-irrelevant activities in school. Moreover, these medicines have also shown improvements in performing the spelling as well as arithmetic tasks, patient-child interaction, and prolonged attention during play (Singh, Yeh, Verma, & Das, 2015).
In addition to pharmacological interventions, behavioral therapies such as cognitive behavioral therapy (CBT), parent management training, and organization training can also be used to treat the problems associated with ADHD. In some cases, modification of diet can also improve the condition of students with ADHD.
Concluding Remarks
ADHD is learning and behavioural problem of children but it can also be found in adults. It is commonly characterized by the presence of inattention and hyperactivity-impulsivity, but inattention is most commonly found in children reaching elementary school. Study of the ADHD in students clearly shows that they may face more problems in their life as compared to normal students, thereby requiring more attention. ADHD can result in several other negative impacts in the life of students as, for example, students with ADHD may have poor academic performance, more chances of course failures and early dropouts, and increased likelihood of drug and alcohol problems. These negative aspects of ADHD not only affect the student but can also harm the name of the institution. Therefore, researchers, parents, and teachers have started giving more consideration to the problem. They are trying to develop better strategies to screen the problem and improve the performance of students with ADHD. Pharmacological treatments can also help in reducing the ADHD symptoms and improving executive functioning. However, more research is required to know the effect of ADHD medications on long-term executive functioning and academic achievements in the students.
References
Garnier-Dykstra, L. M., Pinchevsky, G. M., Caldeira, K. M., Vincent, K. B., & Arria, A. M. (2010). Self-reported adult attention-deficit/hyperactivity disorder symptoms among college students. Journal of American College Health, 59(2), 133-136.
Mortier, P., Demyttenaere, K., Nock, M., Green, J., Kessler, R., & Bruffaerts, R. (2015). The epidemiology of ADHD in first-year university students. Tijdschrift voor Psychiatrie, 57(9), 635-644.
Niermann, H., & Scheres, A. (2014). The relation between procrastination and symptoms of attention‐deficit hyperactivity disorder (ADHD) in undergraduate students. International journal of methods in psychiatric research, 23(4), 411-421.
Nigg, J. T. (2013). Attention-deficit/hyperactivity disorder and adverse health outcomes. Clinical psychology review, 33(2), 215-228.
NIMH. (2016). Attention Deficit Hyperactivity Disorder. Retrieved from http://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml
Nugent, K., & Smart, W. (2014). Attention-deficit/hyperactivity disorder in postsecondary students. Neuropsychiatric disease and treatment, 10, 1781.
Singh, A., Yeh, C. J., Verma, N., & Das, A. K. (2015). Overview of attention deficit hyperactivity disorder in young children. Health Psychology Research, 3(2).
Woltering, S., Jung, J., Liu, Z., & Tannock, R. (2012). Resting state EEG oscillatory power differences in ADHD college students and their peers. Behavioral and Brain Functions, 8(1), 1.
