This is not a motivation problem. According to the CDC’s 2024 national survey data, an estimated 7 million U.S. children aged 3–17 have a current ADHD diagnosis, and nearly 78% of them have at least one co-occurring condition — anxiety, learning disorders, or processing differences — that makes homework even more demanding. The strategies below are designed for how the ADHD brain actually functions after a full day of school.

Why Homework Is Harder for Kids with ADHD

By the time a child with ADHD gets home from school, their executive function resources are significantly depleted. Managing attention, behavior, and impulse control in a structured classroom environment for six or seven hours is genuinely exhausting for the ADHD brain. The NIMH (updated December 2024) notes that ADHD involves real differences in working memory, planning, and sustained attention — all of which are heavily demanded during homework, and all of which are at their lowest point in the late afternoon.

Add in the fact that homework is typically low-stimulation, repetitive, and disconnected from immediate reward — exactly the conditions under which the ADHD brain struggles most — and the homework battle becomes predictable rather than mysterious.

5 Homework Strategies That Work for ADHD Brains

1. Time the Homework Window Strategically

Most children with ADHD do their best homework work within 30 to 45 minutes of getting home — after a brief snack and a movement break, but before the brain fully disengages from school mode. Waiting until after dinner is usually a mistake. By 7 p.m., the executive function resources that were already depleted by a full school day are essentially gone. Experiment with different start times and track which one produces the least resistance over two weeks.

2. Use a Timer, Not a Clock

A 45-minute homework block is invisible and overwhelming to a child with ADHD. A 10-minute timer is concrete and survivable. Use a visual timer so your child can see time passing rather than just hearing a countdown. Work for 10 minutes, take a 3-minute movement break, then repeat. This approach maps directly onto how ADHD brains sustain attention in short bursts and is far more effective than expecting sustained effort over a long unbroken period.

3. Create an External Working Memory System

Do not rely on your child to remember what was assigned. Work with their teacher to ensure assignments are sent home digitally or written in a planner. A whiteboard in the homework area where you write tonight’s tasks in large print gives your child an external reference they can consult without having to hold everything in their head. The CHADD resource on executive function skills explains why external systems are a legitimate accommodation for working memory deficits — not a crutch, but a tool.

4. Reduce Environmental Friction

The homework environment matters more than most parents realize. A cluttered desk, background TV, or a sibling playing nearby can derail a child with ADHD before they write a single word. Set up a dedicated, low-stimulation workspace with only the materials needed for that night’s assignment visible. Some children with ADHD focus better with low background music or white noise — experiment to find what works for your specific child.

5. Separate “I Can’t” from “I Won’t”

When a child with ADHD says “I can’t do this,” they often mean it literally. Before assuming defiance, check whether the task is genuinely above their current skill level, whether they understand the instructions, or whether working memory has run out. Sitting beside them for the first two minutes of a task — not doing it for them, just being present — often provides enough scaffolding to get them started. Once momentum builds, you can step back.

When to Ask the School for Help

If homework battles are happening every night despite consistent strategies, it may be time to talk to your child’s teacher or school counselor. Children with ADHD may be eligible for a 504 plan or IEP that can include homework accommodations such as reduced assignment length, extended deadlines, or the option to complete work in a resource room. The American Academy of Pediatrics recommends that parents of children with ADHD work closely with teachers and school staff as part of a coordinated approach — not just at home, but across every environment where the child spends time.

For more on working with your child’s school, see our guide on what teachers should know about ADHD in the classroom.

Frequently Asked Questions

How long should a child with ADHD spend on homework each night?

The National Education Association’s general guideline is 10 minutes per grade level per night — so 30 minutes for a third grader, 50 minutes for a fifth grader. For children with ADHD, sticking to this limit is especially important. If your child regularly needs two or three times longer than their peers, that is a signal to talk to the teacher about workload or accommodations, not to push your child harder.

My child says they have no homework every single night. What do I do?

This is extremely common with ADHD. Working memory gaps mean assignments genuinely do not get written down, and by the time your child gets home, they have no memory of what was assigned. Set up a system with the teacher — a daily email, a shared Google Classroom account you can check, or a homework buddy your child can text — so you have an independent source of truth that does not rely on your child’s recall.

Is it okay to let my child use fidget tools while doing homework?

Yes. For many children with ADHD, having something to do with their hands actually improves focus rather than distracting from it. A stress ball, putty, or a simple foot rest to bounce a leg on can provide the sensory input the ADHD brain needs to stay regulated. Try it for a week and observe whether the quality of the work improves.

Should I help my child with their homework or make them do it independently?

The goal is supported independence, not either extreme. Being present and available — in the same room, checking in every 10 minutes — is more effective than either sitting beside them for the entire session or leaving them completely alone. As their skills and confidence build, you can gradually reduce your involvement. If a child needs you to sit beside them for every homework session indefinitely, that is a signal that the homework is too hard, the supports are insufficient, or both.

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Children with ADHD struggle with the exact skills that chore completion requires: initiating tasks that are not immediately interesting, remembering multi-step sequences, managing time, and sustaining effort through to completion. According to the CHADD resource on executive function skills, these are core executive function deficits in ADHD — not character flaws, and not fixable by trying harder.

The good news is that chore systems designed for ADHD brains work significantly better than standard charts. Here is what the research and experienced ADHD parents have found.

Why Standard Chore Charts Fail Kids with ADHD

A standard chore chart assumes the child will see the chart, remember what each chore involves, initiate it without prompting, complete it fully, and check it off. That is five separate executive function demands stacked on top of each other. For a child with ADHD, any one of those steps can be a genuine barrier. The NIMH (updated December 2024) notes that ADHD involves real differences in working memory, planning, and task initiation — all of which are required to complete a chore independently.

The most common failure point is initiation: the child sees the chart, intends to do the chore, gets distracted by something more interesting, and the chore never happens. This is not defiance. It is the ADHD brain defaulting to higher-stimulation activities when faced with a low-stimulation task.

What Makes a Chore Chart Work for ADHD

Keep It Visual and Specific

A chore chart for a child with ADHD should show exactly what “done” looks like. Instead of “clean your room,” the chart should list: “put dirty clothes in hamper, make bed, put toys in bin, clear desk.” Each step is a separate item that can be checked off. This removes the ambiguity that causes ADHD children to either do nothing (because they do not know where to start) or do the easiest part and consider the job complete.

Attach Chores to Existing Routines

The ADHD brain builds habits more reliably when new behaviors are attached to existing ones. “After dinner, clear your plate and wipe the table” is more likely to happen than “sometime today, wipe the table.” Tying each chore to a specific anchor moment in the day — after waking up, after school, after dinner, before bed — reduces the number of times you have to prompt and increases the chance the chore becomes automatic over time.

Use Immediate, Consistent Rewards

The ADHD brain has a weak response to delayed rewards. A sticker earned today is motivating; a privilege earned at the end of the week is abstract and easy to discount. A simple system where each completed chore earns an immediate token (a sticker, a poker chip, a checkmark on a visible tally) that can be exchanged for a small reward at the end of the day works better than weekly or monthly reward systems. The immediacy is the key.

Start With One or Two Chores

The instinct when starting a chore system is to assign everything at once. Resist it. Start with one or two chores that are genuinely manageable for your child’s age and current skill level. Build consistency with those before adding more. A child who reliably does two chores is in a better position than a child who is supposed to do eight and does none.

Make It a Routine, Not a Request

Chores that require a parent to ask every time will not happen reliably. The goal is to build a system where the chore happens at the same time every day without a reminder — or with only a single, brief prompt. This takes weeks of consistent implementation, not days. During the building phase, prompting is necessary and expected. Over time, the routine takes over.

Chore Ideas by Age for Children with ADHD

The following table shows age-appropriate chores that are manageable for children with ADHD when broken into clear steps:

For more on building daily routines that work for ADHD brains, see our guide on homework strategies for children with ADHD — the same principles apply.

Frequently Asked Questions

Should I pay my child with ADHD for chores?

This is a personal family decision, but there is a practical consideration for ADHD: money is a concrete, immediate reward that can be highly motivating. A small payment per completed chore — rather than a weekly allowance regardless of completion — ties the reward directly to the behavior, which is more effective for the ADHD brain. If you use a payment system, keep the amounts small and the payment immediate (or at the end of each day) rather than weekly.

My child starts chores but never finishes them. What helps?

This is one of the most common ADHD chore challenges. Two strategies help most: first, make sure the chore is broken into specific, checkable steps so “done” is unambiguous. Second, use a timer — “you have 10 minutes to finish clearing the table” gives the ADHD brain a concrete endpoint to work toward. Checking in at the halfway point (“two more minutes”) also helps sustain effort through to completion.

Is it okay to reduce the number of chores for a child with ADHD?

Yes. The goal of chores for a child with ADHD is to build the habit of contributing to the household and develop independence — not to match the volume of chores a neurotypical sibling can handle. Starting with fewer chores and building up as the child develops capacity is a reasonable accommodation, not a lowering of standards. Consistency with two chores is more valuable than inconsistency with eight.

The post The Best Chore Charts for Kids with ADHD (And Why They Work) appeared first on ADHD Notebook.

According to the CDC’s 2024 national survey data, an estimated 7 million U.S. children aged 3–17 have a current ADHD diagnosis. Nearly 78% of them have at least one co-occurring condition — anxiety, sleep disorders, or sensory sensitivities — that makes mornings even harder. The strategies below are designed for how the ADHD brain actually works, not how we wish it would.

Why Mornings Are Especially Hard for Kids with ADHD

The ADHD brain has genuine difficulty with task initiation — getting started on something that is not immediately interesting or rewarding. Getting dressed, eating breakfast, and brushing teeth are all low-stimulation, repetitive tasks that the ADHD brain resists. Add in the time pressure of a school bus, a parent who is also trying to get ready, and the sensory challenges that many children with ADHD experience (scratchy clothes, loud sounds, bright lights), and the morning becomes a perfect storm.

The NIMH (updated December 2024) notes that ADHD involves real differences in executive function, including the planning and sequencing abilities that a smooth morning requires. Knowing this shifts the goal from “why can’t my child just do this” to “what external support does my child need to do this.”

How to Build an ADHD Morning Routine That Sticks

Step 1: Start the Night Before

The most effective morning routines begin the evening before. Clothes laid out, backpack packed, lunch made, and a visual checklist of the next morning’s steps reviewed together before bed. This eliminates the decision-making that slows down ADHD mornings and reduces the number of things that can go wrong between waking up and walking out the door. A child who has already decided what they are wearing is not a child who spends 15 minutes staring at their closet.

Step 2: Build a Visual Routine Chart

A written or picture-based morning checklist posted at eye level in the bathroom or bedroom gives your child an external reference for what comes next — which is far more effective than verbal reminders from a parent. The checklist should be sequenced (get up, use the bathroom, get dressed, eat breakfast, brush teeth, get backpack, shoes on, out the door) and should use pictures for younger children or simple text for older ones. The goal is for your child to be able to move through the routine by checking the list, not by asking you what to do next.

Step 3: Use a Visual Timer

Children with ADHD have a poor internal sense of time — a feature of the condition sometimes called “time blindness.” A visual timer (the Time Timer brand is widely used in ADHD families) shows time passing as a shrinking colored area, which makes the abstract concept of “you have 10 minutes” concrete and visible. Set it for each segment of the morning: 10 minutes to get dressed, 15 minutes for breakfast. When the timer runs out, the next thing starts — no negotiation.

Step 4: Build In a Movement Moment

Many children with ADHD are more regulated and cooperative after physical movement. A short burst of activity — jumping jacks, a quick walk around the block, or even dancing to one song — can significantly improve the quality of the rest of the morning. This feels counterintuitive when you are already short on time, but five minutes of movement often saves 15 minutes of resistance later.

Step 5: Remove Screens Until the Routine Is Complete

Screens are the single most common morning derailment for children with ADHD. The dopamine hit of a phone or tablet makes every other morning task feel even more aversive by comparison. A firm rule — no screens until shoes are on and backpack is at the door — removes the competition. It will be resisted at first and then become normal. Hold the line.

What to Do When the Routine Breaks Down

Every routine breaks down sometimes. The goal is not perfection — it is a default pattern that reduces the number of mornings that go badly. When things fall apart, resist the urge to have a long conversation about it in the moment. A brief, calm “that was a hard morning — let’s figure out what got in the way tonight” is more productive than a debrief while everyone is already late and stressed.

If mornings are consistently difficult despite a solid routine, it may be worth talking to your child’s pediatrician about whether the timing of ADHD medication is affecting morning functioning. This is a medical conversation, not something to adjust without guidance.

For more on building systems that reduce daily friction, see our guide on homework help for children with ADHD.

Frequently Asked Questions

How long does it take to establish a morning routine with an ADHD child?

Most families see meaningful improvement within two to three weeks of consistent implementation, but the first week is often harder than before you started — because you are changing a pattern and your child is testing whether the new rules are real. Consistency matters more than perfection. If you skip the routine on weekends, it will take longer to stick on weekdays. The more consistent the routine across all mornings, the faster it becomes automatic.

My child wakes up in a terrible mood every day. Is that ADHD?

Sleep problems are extremely common in children with ADHD — the CHADD resource on ADHD and sleep disorders notes that up to 70% of children with ADHD have sleep difficulties. If your child is consistently waking up dysregulated, it is worth evaluating whether they are getting enough sleep and whether the quality of their sleep is adequate. A child who is chronically sleep-deprived will have significantly worse ADHD symptoms, including morning mood and behavior.

Should I reward my child for completing the morning routine?

Yes, especially in the early stages. A simple sticker chart where completing the morning routine earns a sticker, and a set number of stickers earns a small reward, provides the immediate positive feedback that the ADHD brain needs to build new habits. Over time, as the routine becomes automatic, the external reward can be faded. The goal is to build the habit first, then rely on the intrinsic satisfaction of a smooth morning as the reward.

What if my child has sensory issues that make getting dressed a battle every morning?

Sensory sensitivities are common in children with ADHD and can make clothing a genuine source of distress rather than defiance. Strategies that help include choosing clothes the night before (giving the child control and time to adjust), buying seamless socks and tagless shirts, and allowing the child to wear the same comfortable outfit repeatedly if it reduces friction. If sensory issues are significantly affecting daily functioning, an occupational therapist who specializes in sensory processing can provide targeted strategies.

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 The inconclusive nature of the results of many studies related to this question has led many to dismiss the connection between ADHD and food additives.  But recently the issue is being looked at again by the medical community.  In 2008 Pediatrics professor Andrew Kemp of the University of Sydney called for the removal of food additives as standard treatment for kids with ADHD.   He explains that of the 22 studies performed between 1975 and 1994 sixteen found that dietary modifications had a positive impact on children with ADHD.  He claims that eliminating food additives is a relatively harmless intervention and in light of the large number of kids on drugs for hyperactivity it would be wise to institute it as standard procedure for treatment for ADHD.  He cites a recent study that shows an increased hyperactivity in children without ADHD who were fed foods high in food colorings and sodium benzoate to support his claim.  In February of 2008 the editors of the American Academy of Pediatrics publication AAP Grand Rounds cited the same study as Kemp and stated “the overall findings of the study are clear and require that even we skeptics, who have long doubted parental claims of the effects of various foods on the behavior of their children, admit we might have been wrong.”

 The European Union has agreed to place warning labels on foods containing six artificial colors that appeared in the The Lancet study which are: Yellow no. 5 Tartrazine, yellow no. 10 quinoline yellow ( not approved in the U.S.), Yellow no. 6 sunset yellow, red no. 3 carmoisine ( not approved in the U.S)., Red no. 7 ponceau 4R ( not approved in the U.S.), and red no. 40 allura red.  Sodium Bezoate is a food preservative that can be found in fruit juices, carbonated beverages, and pickles. 

 While the U.S. is lagging behind the European Union in terms of enacting laws requiring warning labels,Marylandis poised to become the first state to do so.  Two bills have been introduced into theMarylandStatelegislature and are awaiting confirmation.  Hopefully by 2012 the following warning will appear on foods containing certain food dyes:

“The color additives in this food may cause hyperactivity and behavior problems in some children.”

 References

Boyles, Salynn “Experts Revisit Food Additives and ADHD” WebMD.com. 24 Jan, 2011. www.webmd.com/add-adhd/news/20080522/experts-revisit-food-additives-adhd

 Gardner, Amanda. “9 Food Additives That may Affect ADHD” msn.com. 24 Jan. 2011. health.msn.com/health-topics/adhd/articlepage.aspx?cp-documentid=100268324

Shapley, Dan. “State May Ban Food Additives Linked to ADHD”

The Daily Green.com. 24 Jan 2011. www.thedailygreen.com/healthy-eating/eat-safe/food-colorings-47020907

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A good first step is to find out if your child with ADD is allergic or sensitive to any foods. While you can use blood tests and skin testing to determine this, you can also use an elimination diet to pinpoint trouble spots in the diet. There are a number of ways to do an elimination diet. One simple one is to begin by eliminating all foods with additives, dairy products, fruit juice, artificial sweeteners, processed meat, wheat, chocolate, and sugar. For two weeks, your child’s diet should consist of vegetables, fruit, and meat. After two weeks, try adding back one food at a time. If there is a reaction that you notice in terms of behavior, rashes, runny nose, it may indicate a problem with this food. Stop the food immediately, wait a couple of days, and add another food.

Once you find out what not to eat, you can look at what to eat. Researchers have found that diets high in protein are excellent for children with ADD. A general rule is to serve 70 percent protein and 30 percent carbohydrates for breakfast. Stick to about 50 percent protein and 50 percent carbohydrates for the other meals.

Omega-3 fatty acids are dietary essentials for everyone, but are especially important for children with ADD, as they are critical in brain function and development. Dr. Alexandra J. Richardson, in an article in Psychiatry says, “Increasing evidence suggests that a relative lack of omega-3 may -contribute to many psychiatric and neuro-developmental disorders.” Eating more flaxseed, sardines, and walnuts can help increase Omega-3 in the diet. You might also want to consider supplements of Omega-3.

Other tips for using an ADHD diet include things that are good advice for anyone’s diet. Drinking lots of water is important, as water acts as a purifier in the body. Additionally, eating lots of vegetables and fruit provides necessary vitamins and minerals.

To end with another substance to avoid, many doctors agree that it is best to avoid food additives. Children with ADHD often are very sensitive, and these chemical substances may contribute to distractibility and activity.

Mom’s Take:

Until I kept a food diary and wrote down what my daughter with ADD was actually eating, I didn’t realize how little protein she was getting. She disliked many foods, and she was filling up on a lot of carbohydrates. Since she doesn’t like meat or cheese very much, we decided to use a protein supplement. I make her a milk shake with protein powder every morning. She drinks that along with her scrambled eggs. I’ve noticed an improvement in her ability to get ready and get out to the bus in the morning.

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But if you don’t feel like printing out a three page article and dragging it to your doctor’s office we’ve come up with our own shorter version of 10 questions for you to print out and take with you to that all important second visit the doctor (the one where you actually come prepared):

1.   What causes ADHD?
2.   How is it diagnosed?
3.  What exactly is the difference between a high-energy kid and a child with ADHD?
4.   Does my child need to be treated with medication? How exactly does the medication work? What are side effects of the medication? Will he need this medication long term?
5.   Are there alternative methods of treatment?
6.   How can I explain to my son that he has ADHD?
7.   Does ADHD run in families? Should I have my other children evaluated? What about myself and my spouse?
8.   Will my child outgrow his or her ADHD?
9.   Is ADHD different in girls from boys?
10. What accommodations does his school need to make for him?

Mom’s Take:

When my child was first diagnosed with ADHD the conversation I found most enlightening was the one I had with my doctor about how to discuss the issue of ADHD with my son. I had no idea how to present the issue of ADHD to my son. I was worried about making him feel different from his friends. My doctor was a fantastic resource. He knew my son well enough to understand what my son would “get” and he told me the best way to present it to him when the time was right. Every kid is unique, but if you are concerned about how to present the issue of ADHD to your child your doctor might have some very helpful advice.

References

Baruchin, Aliyah “What to ask about ADHD” The New York Times. March 13, 2008

“10 Questions to Ask Your Doctor” Webmd.com. June 15, 2009

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Experts in Attention Deficit Hyperactivity Disorder do know that ADHD tends to run in families, so there is a genetic factor involved in the disorder. Close family members of people with ADHD have a much higher chance of developing ADHD, and some of the associated disorders including depression, learning disabilities, and anxiety. Siblings and identical twins, especially, have a high chance of sharing a sibling’s ADHD. Researchers continue to explore specific genes and how they might make a person more susceptible to ADHD.  Generally, researchers believe that the genes that control some chemicals in the brain are different in children with Attention Deficit Hyperactivity Disorder.

In some people, ADHD results from head trauma and brain injury. This may be because the neurotransmitters are damaged in a similar way that they are damaged by a defective gene. Being exposed to some prenatal assaults, such as drugs and cigarette smoke, as well as premature delivery, can increase the incidence of ADHD. Some environmental toxins may also contribute to developing ADHD. These toxins include exposure to lead and PCBs. These toxins may interfere with the development of the brain, and this may predispose a person to ADHD.

Some disorders, including epilepsy and craniosynostosis, are comorbid (exist along with) ADHD. Other comorbid disorders are learning disabilities and conduct disorder.

Some researchers believe that food and nutrition may play a role in developing ADHD. Some researchers believe that food additives may make ADHD symptoms worse. Others believe that a lack of certain fats, including omega-3, may be linked to ADHD.

So there are many factors that may cause ADHD or make ADHD symptoms worse. Researchers actually know more about what  ARE NOT ADHD  causes. ADHD is not caused by laziness, poor parenting, too much sugar, watching too much tv, or bad schools.

Mom’s Take:

This is reassuring. When my daughter was first diagnosed, I drove myself (and everyone around me) a little crazy trying to figure out why this had happened. What were her causes of ADHD? Where had these ADHD symptoms came from? I remembered that I had gotten an ear infection during the pregnancy and had taken antibiotics. Was that it? I thought about the awful preschool she was in for a couple of months. Could this be the reason? On and on…

Resources: Mayo Clinic, WebMD

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While this list is not exhaustive, here are some common myths about ADHD:

1. ADHD is not a medical problem
2. Bad parenting causes ADHD
3. ADHD is much more common in boys than girls
4. ADHD is over-diagnosed
5. People with ADHD are just lazy or developmentally delayed
6. An ADHD diagnosis can be confirmed if stimulant medication is effective
7. Children diagnosed with ADHD will outgrow the disorder
8. Children treated with ADHD medications will abuse drugs when they get older
9. Only children who are hyperactive have ADHD
10. ADHD medication cures ADHD

ADHD is not a medical problem.

ADHD is a legitimate medical diagnosis. The American Psychiatric Society labels Attention Deficit Hyperactivity Disorder (or Attention Deficit Disorder) a medical disorder, as does the US Department of Education and the National Institutes of Health.  A great deal of research has been conducted, and the conclusion is that ADHD results from problems with the neurotransmitters in the brain. This results in behavioral changes, including impulsivity, attention issues, and sometimes in hyperactivity.

Bad parenting causes ADHD

Children with Attention Deficit Hyperactivity Disorder have biological problems making it difficult to control impulses and behavior. Diligent parents may have tried to teach their children to behave, but the brain chemistry is always working against them. It is easy to label children with ADHD as “brats” or “undisciplined,” but the facts are that the changes in their brain are to blame—not the parents.

ADHD is much more common in boys than girls

Because of this myth, it is true that more boys are diagnosed with ADHD than are girls, but there is no evidence that girls are not just as susceptible to the disorder as are boys.

ADHD is over-diagnosed

About 3% to 7% of school-age children in the U.S. have an ADHD diagnosis. Because there is no one test that conclusively diagnoses ADHD, there may be cases of misdiagnosis, but some experts believe that it is more likely that the disorder is under-diagnosed. This is particularly true in the case of girls. Unfortunately, many children go untreated.

People with ADHD are just lazy or developmentally delayed

A person’s intellectual ability is totally unrelated to ADHD. While people who are developmentally delayed can have ADHD, many extremely intelligent people also have the disorder. Untreated ADHD can lead to problems with schoolwork, but, again, this is not because of intellectual abilities.

An ADHD diagnosis can be confirmed if stimulant medication is effective

Some people think that giving stimulant medications, such as Ritalin, can be used as a test to confirm an ADHD diagnosis. However, even children without the disorder can respond to these medications and exhibit behavior changes. A trial of medicine alone is not recommended as a way to diagnose ADHD.

Children diagnosed with ADHD will outgrow the disorder

The vast majority of people an ADHD diagnosis as children continue to have the disorder as teenagers and as adults. Unfortunately, most adults with ADHD do not get a diagnosis and, therefore, do not get treatment. These undiagnosed people are prone to anxiety, depression, and substance abuse.

The good news is that if a child is diagnosed early, he or she can learn coping mechanisms, get support, and find the right medication, if necessary, to develop into highly productive adults.

Children treated with ADHD medications will abuse drugs when they get older

Untreated ADHD is actually more likely to lead to substance abuse. If children get the support they need, in the form of behavior therapy, medication, and parental understanding, the risk of drug and alcohol abuse is reduced.

Only children who are hyperactive have ADHD

While many children with Attention Deficit Hyperactivity Disorder do exhibit hyperactivity, not all do. ADHD is now used to refer both the ADHD and ADD (Attention Deficit Disorder). Some children fall into a category of hyperactivity and impulsivity; some children only exhibit the inattention part of the disorder; and still others exhibit both

ADHD medications cure ADHD

ADHD medications don’t cure the ADHD, but they can be very effective at treating some of the symptoms of the disorder.

While psycho-stimulant medication can help many children with ADHD to be less hyperactive and more focused, medication should be just part of the treatment plan. Other parts of the plan may include psychotherapy and behavior modification therapy.

Mom’s Take:

I guess it makes sense that the myth that hurts the most is number 2, that bad parenting is at fault. I even believed that myself in the beginning. I’d be at the playground with my daughter, and the other mothers were sitting and chatting while their kids played together. I never got to sit down because of the constant barrage of trouble my daughter was causing. She took someone’s toy, she pulled another’s hair, she ran out of the fenced area around the playground and into the street, she screamed for no apparent reason—I could go on. And I saw the way the other mothers looked at me. I felt that I was inadequate to handle my own child and that they knew it. That, of course, was before we got help, but I still hate to think of those days.

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