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In October, we are celebrating ADHD Awareness Month, the main aim of which is to inform, promote understanding and support people with ADHD.

The acronym ADHD is derived from the English phrase Attention Deficit Hyperactivity Disorder. In Slovenian medical terminology the term hyperkinetic disorder (HM) is also accepted.

History of ADHD ​Awareness Month

​The origins date back to 2004 when 3 American mental health organisations (ACO, ADDA, CHADD) launched a month-long campaign in October with the clear goal of raising awareness about ADHD, breaking down the stigma and highlighting possible forms of support to help families and individuals live successfully with ADHD. As this neurodevelopmental disorder is present everywhere in the world, following the example of America, ADHD Awareness Month was also introduced in Europe. Previously, knowledge of ADHD was very limited, and many people remained undiagnosed and without adequate support. Raising awareness is key to ensuring a better quality of life for people with ADHD and creating a more compassionate and inclusive environment for all.

What is ADHD? 

ADHD, or Attention Deficit Hyperactivity Disorder, is a neurodevelopmental disorder characterised by challenges related to the executive brain processes that are necessary for attention, planning, self-control and self-judgement. This disorder is commonly diagnosed in childhood, with as many as 11 % of school-age children exhibiting ADHD features (Visser, et al. 2014).

The onset of the disorder is usually indicated by some of the characteristic signs and symptoms, such as:

• short attention span,
  
• motor restlessness,
• difficulties in following and completing tasks,
• overlooking details,
• impulsivity,
• struggling with activities where mental effort is required,
• forgetting about tasks.

​Symptoms affect a person's overall functioning in cognitive, academic, emotional, social, and behavioural domains. The disorder is usually diagnosed in childhood or at the beginning of schooling and is more commonly diagnosed in the male population than in the female population. Yet many cases remain undiagnosed. There is no single test for diagnosis; a comprehensive workup is needed to exclude other possible causes and to determine the presence or absence of associated disorders (comorbidity). This type of treatment takes time and effort and requires a very careful history and clinical assessment of the academic, social, emotional and developmental level of the individual. The diagnosis is based on certain symptoms that have occurred over a period of time and have been present for at least six months. While ADHD can be diagnosed at any age, the disorder stems from childhood.  The belief that ADHD resolves with adolescence has been proven wrong, as more than 75 % of children with ADHD continue to experience symptoms into adulthood (Brown, 2013). In adulthood, impulsivity and hyperactivity often decrease, and the disorder is therefore mistakenly thought to be resolved. The adults learn to live with the disorder and develop functional techniques to cope with it.

What causes ADHD?

For all the studies that have been done, the exact cause of ADHD is unknown. ADHD is a complex disorder that results from a combination of several factors, such as:

• Genetics: studies have shown that heredity plays an important role in the risk of developing ADHD. Children whose parents have ADHD are more likely to develop the disorder themselves.
• Neurochemical imbalances: dysfunction of certain brain chemicals such as dopamine, noradrenaline and serotonin, which are responsible for regulating attention, mood and impulsivity, has been observed in people with ADHD.
• Structural and functional differences in the brain: studies have shown that people with ADHD may have some structural and functional differences in certain parts of the brain, for example the prefrontal cortex, basal ganglia and cerebral cortex.
• Environmental factors: although the environment itself does not cause ADHD, certain environmental factors can influence the severity of symptoms and the severity of the disorder. For example, exposure to toxic substances during pregnancy, premature birth, smoking during pregnancy, stress and traumatic events may influence the development of ADHD in some individuals. ​
  

Treating and/or managing ADHD symptoms 

Before a person with ADHD can be treated, a diagnosis must be obtained. Treatment takes place in professional settings such as counselling centres, health centres, paediatric clinics, psychiatric and clinical psychology clinics. The assessment is process-oriented, step-by-step and individualistic, as ADHD may manifest itself differently in different people. The initiation of treatment and its effectiveness depend on several factors such as age, severity of symptoms and general health. This also determines which combination of approaches will be recommended by professional healthcare staff. Treatment may involve a mixture of prescribed medication, psychotherapy, and behavioural-cognitive therapy, which has been shown to be an effective form of ADHD symptom management. Lifestyle changes can also help to better manage symptoms, so it is advisable to follow healthy eating principles and encourage daily exercise to help cope with everyday challenges.

Challenges that people living with ADHD must face

The most common challenges faced by people with ADHD are inattention, hypervigilance (intense attention focused on a specific thing), impulsivity, disorganisation and difficulty in setting priorities, time management problems, forgetfulness, lack of motivation, antisocial behaviour, less healthy lifestyle, academic difficulties, workplace problems, problems with partner relationships, self-esteem problems as well as fatigue due to hyperactivity and sleep problems.  ADHD often co-occurs with other disorders, which may be internalised (depression, anxiety, or obsessions) or externalised (aggression, dyslexia).

Although people with ADHD face many challenges, it is also important to be aware of their areas of strength. People with ADHD often think in a different way - 'out of the box thinking' - and make connections that others may not see. This kind of thinking often leads to creative and innovative solutions and a new, fresh perspective. They have a lot of energy and can have a deep interest in specific topics. They are often very focused on the things they find interesting, which is why they complete a task very quickly and accurately. Because of the challenges they face, they often develop empathy for others, which contributes to creating an understanding and supportive environment.

Everyone deserves a chance to shine and to prove themselves, because together we can all contribute to the well-being of our communities and society thanks to our experiences, characteristics, and talents.

Dispelling myths about ADHD

Myths:

• ADHD is just an excuse for bad behaviour or laziness.
  This disorder affects an individual's ability to control their attention, behaviour, and impulsivity. Misunderstandings can lead to inappropriate treatment of individuals who have ADHD.

• ADHD is caused by poor parenting or environmental factors.
  ADHD has underlying genetic and neurobiological foundations. While environmental factors may influence severity of the disorder's symptoms, they are not the cause of it. Good parenting is crucial and important, but it cannot prevent or cure the disorder itself.
  
  
• Children with ADHD cannot be successful.
  Many individuals can achieve remarkable success in various fields, even though they face certain challenges. With the right support, strategies, and treatment, they can reach their full potential.
  
  
• Children with ADHD always have attention problems.
  The symptoms of the disorder differ. Some people have difficulty shifting their attention, while others may develop hyperfocus in areas of interest.

Myths about a disorder as complex and diverse as ADHD are harmful and inappropriate, as they lead to stigmatisation, lack of understanding, poor treatment, limiting potential and making treatment more difficult.

Education and raising of awareness about the correct information are essential for dispelling these myths and for ensuring that individuals with this disorder are properly supported and understood.

Is ADHD a learning disability?

ADHD is not defined as a learning disability, but it still causes problems with learning. The learning process can be very stressful for people with ADHD, as they face multiple and varied challenges that affect their academic achievements and schooling. Students at the University of Maribor may apply for a special status that gives them the ability to adjust all studies to their needs. With the right work and the right support, students not only develop their potential, but can also become leading experts in the fields of their choice and interest.

How can you help your ADHD peers?

• Allow them to have a settled routine.
• Reduce disruptions.
  
• Help them with organising and planning their work.
• Encourage them to lead a healthy lifestyle.
• Help them to focus on their goals.
• Encourage their interests and help them to pursue a field of study or employment.
  

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Brown, T.E. (2013). A New Understanding of ADHD in Children and Adults: Executive  Function. Routledge.

Visser, S.N., Danielson, M.L., Bitsko, R.H., et al. (2014). Trends in the Parent-Report of Health Care Provider-Diagnosis and  Medication  Treatment for ADHD disorder. United States, 2003–2011. Journal of the American Academy of Child & Adolescent Psychiatry, 53(1):34–46. e2.