A recent study produced results revealing that the most likely children to be diagnosed with ADHD are typically the youngest ones in the classroom. This review was published in the Journal of Child Psychology and Psychiatry. This review is one of the more in-depth ones with 17 studies considered involving over 14 million children from different countries around the globe. In recent years it has been debated back and forth as to whether children diagnosed with ADHD have the frontal lobe condition.

Younger children in the classroom being diagnosed with ADHD more than their older peers may indicate that it may be the normal way they are supposed to behave at that age. However, they appear more immature because of the higher maturity levels they are being compared to. Being as there are no biological indicators showing ADHD, researchers suggest that this is the case.

ADHD diagnosis is generally an opinion of a psychiatrist and there is no physical evidence to point out the disorder that can be done in a doctor’s office. Miniscule differences have been identified in the brains of a small group of children diagnosed with ADHD but as of now, not enough research has been done to say for sure that these brain scans can diagnose ADHD.

There are more variations than just age for those diagnosed with ADHD.  Where a person lives can change the rate of ADHD diagnosis’s, for example, in the United States, 10 per cent of children over the age of three have been diagnosed with ADHD. Whereas in France the condition is very rare. Even different regions in a country can have largely different numbers of children with ADHD. Gender, age and location all play a part in how many cases of ADHD there are, this suggests that biology is not the only influence in causing ADHD. Perhaps cultures of certain locations have stated that certain behaviours in children must be ADHD when in fact it is a natural behaviour.

References:

The birthdate study discussed above is available at: https://onlinelibrary.wiley.com/doi/10.1111/jcpp.12991 LeFever, G.B., Dawson, K.V., & Morrow, A.L. (1999). The extent of drug therapy for attention deficit-hyperactivity disorder among children in public schools. American Journal of Public Health, 89, 1359–1364. King, M., and Essick, C. (2013) The geography of antidepressant, antipsychotic, and stimulant utilization in the United States. Health and Place. Available at: https://www.ncbi.nlm.nih.gov/pubmed/23357544