ADHD in children – symptoms, diagnosis and why it is important to identify the problem early

ADHD (Attention Deficit Hyperactivity Disorder) is one of the most common neurodevelopmental disorders in children.

It is estimated to affect around 5–10 per cent of school-age children (and around 5 per cent of the adult population). It is not the result of poor upbringing or the child being ‘lazy’ – ADHD is caused by differences in brain function that affect behaviour and attention control. Symptoms usually become apparent once the child starts school, although certain signs may be observed as early as early childhood.

It is worth looking at which symptoms should alert parents and teachers, the different types of ADHD, how the diagnostic process works, and why early diagnosis and support are so important for the child’s future development.

Symptoms of ADHD in children

The main symptoms of ADHD in children relate to three areas:

• difficulties concentrating, 
• excessive restlessness (hyperactivity) and 
• impulsiveness

It is natural for young children to be energetic and easily distracted – however, we only speak of ADHD when the severity of these behaviours is disproportionate to the child’s developmental age, persists for at least six months and causes significant difficulties in functioning in at least two settings (e.g. at home and at nursery/school).

In other words, the symptoms must be chronic and evident in various situations (not just, for example, at school) for a diagnosis of ADHD to be made.

Inattention (difficulty concentrating)

A child with ADHD often finds it difficult to maintain their attention for any length of time, particularly when a task is boring or requires mental effort. Typical signs of attention deficit may include:

• Easily distracted – the child reacts to every stimulus in their surroundings, finds it difficult to filter information and to maintain their attention on a single activity.
  
• Difficulties with completing tasks – starts many activities but rarely finishes them. Has trouble following instructions through to the end or carrying out instructions step by step.
  
• “Doesn’t listen” to instructions – often gives the impression that it isn’t listening when someone speaks to it directly. It may overlook details, leading it to make careless mistakes (e.g. with homework) braintechlab.pl.
  
• Forgetfulness and losing things – forgets daily responsibilities (e.g. household chores), loses necessary items (toys, school supplies) or leaves them in the wrong places.
  
• Avoiding mental effort – avoids tasks that require sustained concentration and effort (e.g. doing homework, reading longer texts) – often says that something is ‘boring’ or puts it off until later.
  

Hyperactivity and impulsivity

Hyperactivity means that the child is on the move almost constantly. Impulsivity, on the other hand, is a tendency to act without considering the consequences.

These two areas usually go hand in hand and are reflected in a child’s behaviour in many ways:

• Fidgeting and restlessness – the child often cannot sit still. They fidget, wave their arms or legs about, and get up from their chair in situations where they should be sitting (e.g. during lessons or mealtimes). They feel the need to move constantly, even without a specific purpose.
  
• Running and climbing – in inappropriate situations (e.g. during lessons, at home), they run about, climb on furniture or jump. At nursery, for example, they might suddenly jump up during quiet play and start running around the room.
  
• Noise and an inability to play quietly – when playing, the child may be excessively noisy or unable to play quietly. They are often described as ‘running on a motor’ or constantly on the go, even during free time.
  
• Impulsive behaviour – the child blurts out an answer before the teacher has finished asking the question, interrupts others when they are speaking, and intrudes on other children’s play. They find it extremely difficult to wait for their turn (e.g. when playing or queuing).
  
• Lack of restraint – acts immediately on a whim or impulse, without considering the consequences. For example, they might suddenly run out into the street after a ball, hit a friend in a fit of anger or say something rude to a teacher, and only realise their mistake afterwards. Such children do not learn from their mistakes straight away – an impulsive reaction usually precedes any analysis of the situation. Parents often say that “whatever he thinks, he does – immediately”, and reflection comes later.
  

It is worth emphasising that children do not do these things deliberately. Their nervous system struggles to control and inhibit their reactions. A hyperactive child cannot, through sheer willpower, sit still or maintain their attention – their behaviour is dictated by internal restlessness and impulses originating in the brain.

Often, the child is not even aware that they are behaving ‘inappropriately’, as this is simply their natural way of functioning. Being active can even be a way of releasing tension and improving concentration – the child moves because they feel internally agitated, and movement brings temporary relief and helps them to calm down.

Parents may notice many of the above behaviours in their child on a daily basis. Typical warning signs include, for example: constant chattering and interrupting, an inability to complete even a simple task (because something has distracted them), a perpetual mess in their room or schoolbag, losing things, getting angry over trivial matters, or making unrealistic promises such as “I’ll do it in a minute” that are never kept.

If such behaviour occurs repeatedly and makes the child’s life difficult (e.g. leading to comments at school, conflicts with peers, or frustration at home), it is worth consulting a specialist. It is important to remember that isolated incidents or short-term problems with concentration do not necessarily mean ADHD – the key factors are the duration and severity of the symptoms, as well as whether they occur in different situations.

Only an experienced specialist can reliably assess whether a child’s behaviour falls within the normal range of development or meets the criteria for ADHD.

Types of ADHD (DSM-5 and ICD-10)

ADHD does not present in the same way in all children. Depending on which symptoms are predominant, three basic types (known as ‘presentations’) of ADHD are distinguished.

• The type characterised by a predominance of attention deficits – the child mainly displays the symptoms of inattention described above. They are daydreamy, forgetful and have difficulty concentrating, but do not exhibit significant hyperactivity or impulsivity. This subtype is more commonly referred to as ADD (Attention Deficit Disorder).
  
• The type characterised by predominantly hyperactivity and impulsivity – symptoms of hyperactivity and impulsive behaviour predominate. The child is constantly on the move, has difficulty controlling themselves, and often acts rashly. Attention problems are also present, but are less noticeable at first glance than the hyperactivity.
  
• Mixed (combined) type – the most common form of ADHD, characterised by the co-occurrence of numerous symptoms from both the inattention and hyperactivity/impulsivity subtypes.
  

According to the American DSM-5 classification, this specific type (presentation) of ADHD is identified at the time of diagnosis, depending on the criteria met. In contrast, the ICD-10 classification (World Health Organisation), which is also used in Poland, employs slightly different terminology – it refers to the so-called ‘hyperkinetic disorder’ (F90) as the equivalent of ADHD. In the ICD-10, the diagnostic criteria are more stringent – essentially, they require the simultaneous presence of both severe attention deficits and hyperactivity and impulsivity (i.e. something similar to the combined type of ADHD).

Children with a narrower spectrum of symptoms (e.g. inattention only, without hyperactivity) may not meet the criteria for a hyperkinetic disorder, although according to the DSM-5 they would qualify for a diagnosis of ADHD. In practice, specialists in Poland use the term ADHD interchangeably, specifying in the diagnostic description which type of symptoms predominates.

Please note: The new ICD-11 classification has been in force since 2022, in which the term ADHD now features officially (with subtypes similar to those in the DSM-5). However, many centres and clinics continue to use the ICD-10 and DSM-5 criteria in parallel.

ADHD in boys and girls – differences

ADHD is often associated with a restless, boisterous boy who distracts the whole class. Statistics show that this disorder is diagnosed at least twice as often in boys as in girls. Does this mean that girls are less likely to have ADHD?

Not necessarily – it’s just that their symptoms may look different, which means they are less likely to be noticed or are mistakenly attributed to personality traits.

Boys

In boys, hyperactivity and impulsiveness usually come to the fore – they are excessively physically active, loud, and often come into conflict with those around them due to their rash behaviour. Such symptoms quickly catch the attention of parents and teachers, so boys are more likely to be referred to specialists at an earlier stage.

Historically, the diagnostic criteria for ADHD were, in fact, based mainly on the observation of symptoms in boys, which meant that, for years, girls were either under-diagnosed or received a diagnosis much later.

Girls

In girls, the symptoms of ADHD can be more subtle. They are more likely to present with the predominantly inattentive subtype – they are seen as lost in thought, ‘absent-minded’, and have difficulty organising themselves and concentrating, but do not cause disruption in class.

Such ‘quiet’ inattention may be interpreted as shyness or a dreamy nature, rather than a problem requiring diagnosis. Furthermore, girls with ADHD are often characterised by excessive emotionality – they easily swing between extreme emotional states, cry over trivial matters or fly into a rage for no apparent reason.

People around them tend to attribute this emotional hyper-reactivity to ‘sensitivity’ or personality traits. As a result, girls often remain undiagnosed until their teenage years, or are never diagnosed at all.

It is important for parents and teachers to be aware of these differences. Withdrawal, chronic inattention and extreme mood swings in girls can be just as significant as hyperactivity in boys. Although statistically there are more boys with ADHD, specialists are increasingly emphasising that the prevalence of the disorder is similar in both sexes; it is simply that girls are less frequently diagnosed.

Therefore, when observing a child – regardless of their gender – it is advisable to respond to persistent symptoms that may indicate ADHD and to consult a specialist if you have any concerns.

A child with ADHD at nursery and school

Nursery school can be the place where the first signs of hyperactivity become apparent. Children with ADHD of pre-school age often fail to follow group rules – they find it difficult to adapt to the daily routine, wait their turn or participate calmly in activities.

Typical difficulties that may arise in nursery school include, amongst others:

• Inability to sit still – the child constantly gets up during lessons, fidgets on the carpet during ‘circle time’, and goes over to the toys when they should be listening to the teacher.In extreme cases, they may even leave the classroom in the middle of a lesson, acting on a sudden impulse.
  
• Excessive activity on the playground – of course, all young children run about and get up to mischief, but a child with ADHD often crosses safety boundaries – climbing where they shouldn’t, engaging in risky play, and it is difficult to stop them from behaving dangerously.
  
• Impulsive behaviour when interacting with peers – a child like this may suddenly hit a friend or push another child if things don’t go their way. They often interrupt others’ play, impose their own rules or ruin a jigsaw puzzle they’re working on together halfway through because they’ve just had another idea. They lack the patience to wait their turn, for example, in a group game.
  
• Difficulties with napping and settling down – many nurseries have a nap or rest time. A hyperactive child is usually unable to lie still and disturbs others – they talk, get up, or pester others. They may also have problems sleeping at night (frequent waking, difficulty falling asleep) even at this stage of life, which leads to irritability during the day.
  
• Strong emotional reactions – in nursery, these may manifest as sudden outbursts of anger or crying when a child wants something or feels frustrated. Such ‘outbursts’ may seem disproportionate (e.g. a huge tantrum over losing a race to a friend) and are difficult to calm. They stem from emotional impulsivity – the child immediately gives vent to their emotions, being unable to regulate them.
  

In primary school, the demands increase – a child with ADHD faces even more situations here where they have to follow the rules and stay focused.

Typical behaviours and difficulties at school include, amongst others:

• Difficulty concentrating in lessons – a pupil with ADHD’s mind wanders easily. Sitting at their desk, they doodle in their notebook, look out of the window or fiddle with their stationery – their attention drifts away from the lesson. As a result, they often don’t know what to do when the teacher gives an instruction, because they weren’t listening at that moment.
  
• Incomplete and sloppy work – due to a lack of attention, the child makes mistakes in their tasks and omits entire sections of the instructions. They do their homework half-heartedly or forget to do it altogether. Such pupils’ exercise books are often disorganised and full of crossings-out; these children also lose their school notes and forget to bring the books they need.
  
• Fidgeting and disrupting the class – a child with ADHD often shifts position in their chair, rocks back and forth, nudges their neighbour, or walks around the classroom at the slightest pretext (e.g. to sharpen a pencil several times during a lesson). Such behaviour disturbs other pupils and is sometimes met with reprimands. Teachers notice that the child is constantly playing with something or talking non-stop, often about topics unrelated to the lesson.
  
• Impulsiveness in classroom behaviour – this refers to a pupil who shouts out an answer without raising their hand, comments out loud, laughs or loses their temper at inappropriate moments. They may find it difficult to follow school rules – for example, they may rush into the classroom after the bell has rung, start eating during a lesson, or address the teacher informally. Consequences (remarks, reprimands) often make little difference, as the child acts before they think.
  
• Difficulties in peer relationships – due to their impulsive behaviour, children with ADHD are sometimes perceived as unruly or aggressive. They may provoke conflicts, unintentionally hurt someone whilst playing, or interrupt others when they are speaking. Their peers often avoid them or react with rejection. These children may also display defiant behaviour towards teachers – they rebel when attempts are made to discipline them, which further damages their reputation in the classroom.
  

As a result of these difficulties, a child with untreated ADHD often experiences academic difficulties and receives poor marks for behaviour.

This can lead to a decline in self-esteem (the child mainly hears criticism such as: ‘you’re not concentrating’, ‘you’re disruptive’, ‘you don’t care’), and even to an increase in rebellious or aggressive behaviour. It is not uncommon for such a child to be labelled as ‘stubborn’, ‘lazy’ or ‘naughty’, when in reality they are struggling with the symptoms of the disorder.

The sooner he receives help, the greater the chance of preventing growing behavioural and emotional problems.

The ADHD diagnostic process

Diagnosing ADHD in a child is a complex process requiring a thorough assessment by experienced specialists. It is not based on a single test or a brief consultation – on the contrary, it is necessary to gather information from a variety of sources and to assess the child in stages. It is also important to take the child’s stage of development into account – in children under the age of 6, an official diagnosis of ADHD is not usually made, as at this age traits such as impulsivity or a lack of concentration may still fall within the normal range of development. It is usually only around the age of 6–7, when a child starts school, that it is possible to assess whether the severity of the symptoms exceeds the norm and impairs their functioning.

Who diagnoses ADHD? 

This usually involves a team of specialists: a psychologist (or neuropsychologist) and a child psychiatrist. Sometimes an educationalist or a neurologist is also involved in the process (to rule out other causes of the problems). It is crucial that the specialist has experience in working with ADHD – which is why it is advisable to seek help from reputable mental health clinics or centres specialising in the diagnosis of developmental disorders.

What is the step-by-step process for diagnosing ADHD? 

Several main stages can be identified, although the exact sequence may vary depending on the school or the child’s individual needs.

1. A clinical interview with the parents – this is the first meeting during which a psychologist or psychiatrist gathers detailed information about the child’s development, their behaviour at home and amongst peers, the course of the pregnancy and early childhood, the family situation, etc. Parents describe the symptoms they have observed, when they first appeared, in what situations they occur and how severe they are. It is also important to establish whether similar difficulties have occurred previously (e.g. at nursery) and whether there have been any cases of ADHD or other developmental problems in the family. Such an assessment often takes the form of a structured interview – the specialist asks questions, notes down the answers, and may use a diagnostic interview questionnaire.
   
2. Analysis of diagnostic criteria – the information gathered is compared with the ADHD criteria set out in the diagnostic manuals (DSM-5 or ICD-10). The specialist checks whether, and which, symptoms meet the formal criteria (e.g. whether there are at least 6 out of 9 symptoms of inattention, whether the problem occurs in more than one area of life, how long it has been going on, etc.)This step-by-step assessment helps to ensure that the child’s difficulties do indeed fit the clinical picture of ADHD and are not due to other factors.
   
3. Questionnaires and rating scales – a standard part of the ADHD assessment involves parents, and often the child’s teachers as well, completing special behavioural assessment questionnaires. The most widely used tool is the Conners 3 – a set of questionnaires in its latest, third edition, with separate versions for parents and teachers (for children aged 6 and over). The Conners 3 scales enable the severity of ADHD symptoms to be measured from the perspectives of home and school, as well as identifying any co-occurring difficulties (e.g. problems with oppositional behaviour, aggression, executive functions, and peer relationships). In other words, they provide a profile of the child’s functioning across various areas. The parallel feedback gathered from the parent and the teacher allows for a comparison of the child’s behaviour at home and in the classroom, which is of great diagnostic importance. 

For older children and adolescents, the Diva-5 and Diva Young self-report questionnaires are used to obtain the most comprehensive possible description of functioning, both of the patient themselves and their immediate environment.

4. Observation of the child – in the case of younger children, the psychologist may carry out a clinical observation – for example, by asking the child to complete a few tasks at a table, playing with them for a while, or observing their spontaneous behaviour in the consultation room. Such observation confirms the presence of symptoms (e.g. whether the child fidgets, how they respond to instructions, or whether they get distracted). Sometimes, the psychologist (with the parents’ consent) may visit the child’s school or nursery to observe them in their environment and see how they function within a peer group.
   
5. Psychological assessments – a diagnosis of ADHD can be supported by specialist neuropsychological tests that assess cognitive functions. One example is the Continuous Performance Test (CPT) – a computer-based task that measures concentration, reaction time and impulsivity. In Poland, the MOXO Test is increasingly being used for this purpose; it is regarded as a modern diagnostic tool for ADHD. The MOXO Test involves the child completing a series of tasks on a computer that require a rapid response to specific stimuli, whilst ignoring distractors appearing on the screen. Four key indicators are measured: attention, reaction time, impulsivity and excessive motor activity. The MOXO result is compared against age-related norms and provides an objective profile of the child’s difficulties – for example, it shows whether the main problem is a lack of attention or rather impulsive reactions. Importantly, MOXO can be used with children aged 6 and over. Whilst no single test can determine a diagnosis on its own, such an assessment provides valuable supplementary information – MOXO is even regarded as the ‘gold standard’ for objectifying an ADHD diagnosis. In addition to the CPT, intelligence tests or assessments of executive functions are sometimes carried out to rule out other disorders (e.g. specific learning difficulties) or to highlight the child’s strengths.
   
6. Ruling out other causes – a very important step is to ensure that the symptoms are not caused by other physical or mental health issues. Hyperactivity and concentration difficulties can occur, for example, in anxiety disorders, post-traumatic stress disorder, autism spectrum disorders, and even in sleep disorders or thyroid conditions. Therefore, a diagnosis of ADHD must take a broad context into account. Basic medical tests (e.g. a full blood count, eye and hearing tests, and sometimes an EEG) are often carried out to rule out conditions that may mimic ADHD. During the consultation, the specialist also asks about any other symptoms (e.g. tics, anxiety, obsessive-compulsive behaviour, depressive symptoms) – if these are present, an additional specialist consultation may be required to investigate another diagnosis or to consider the possibility of several disorders co-occurring.
   
7. Summary of the diagnosis and decision on the diagnosis – once all the data has been gathered, a team of specialists (or a single diagnostician, depending on the procedure) synthesises the information. If the criteria are met and there is no better explanation for the symptoms, a diagnosis of ADHD is made (specifying the type of attention/hyperactivity disorder). The results of the entire assessment are usually communicated to parents in the form of a written report and a verbal discussion during a special follow-up appointment. The report includes a description of the observed symptoms, the results of tests and questionnaires, and recommendations regarding further action (e.g. forms of therapy, guidance for the school, and a possible medical consultation).
   
8. Psychiatric consultation – in most cases, the final confirmation of an ADHD diagnosis (particularly if it is to be formally recognised, for example in medical or school records) follows a consultation with a child and adolescent psychiatrist. The doctor analyses the results of the psychological assessment to date, talks to the parents and (where possible) to the child, in order to confirm or rule out a diagnosis of ADHD. The psychiatrist also assesses the child’s overall developmental and health status and may recommend further tests (e.g. an EEG if epilepsy is suspected, or an ECG and blood tests before any medication is prescribed). If the diagnosis is confirmed, the doctor presents the parents with a treatment plan – often including therapeutic recommendations (e.g. parenting training, psychoeducation, behavioural therapy for the child) and, where justified, pharmacotherapy as well. The decision regarding medication depends on the severity of the symptoms and the child’s age – in Poland, medication (e.g. stimulants such as methylphenidate) is mainly recommended for severe ADHD in school-age children and older, when other methods have not led to improvement. For younger children, non-pharmacological methods are preferred initially.
   

It is worth noting that the entire process described may be spread over several sessions (e.g. one for the interview, one for the tests, one for feedback, etc.), lasting a total of several hours. This requires a considerable organisational effort on the part of the family, but a thorough assessment should not be carried out ‘by taking shortcuts’.

Online tests available on the internet can, at best, serve as a preliminary screening tool – they should never be relied upon alone to confirm a diagnosis. Similarly, a single EEG or MRI scan alone will not diagnose ADHD – neuroimaging is of an auxiliary and primarily scientific nature; in everyday practice, diagnosis is based first and foremost on the clinical picture (the child’s behaviour and history).

Comprehensive ADHD assessment at the Dialog Centre for Children and Families (Mokotów, Warsaw)

At the ‘Dialog’ Centre for Children and Families in Warsaw’s Mokotów district, we focus on a comprehensive assessment of ADHD to ensure that no significant aspect of a child’s functioning is overlooked.

Our diagnostic process begins with an initial consultation with the parents (lasting around 50 minutes), during which a specialist takes a detailed history and discusses the difficulties observed with the family. This consultation sets the direction for the rest of the diagnostic process – we determine which tests and tools will be most appropriate in each individual case.

We then proceed to the psychological assessments.

Usually, the diagnosis of ADHD at the Dialog Centre for Children and Families involves:

• The MOXO test – a computer-based sustained attention test that objectively measures a child’s levels of attention, impulsivity, hyperactivity and reaction time. By introducing distractions (both auditory and visual), the test replicates typical situations in which a child must maintain self-control. MOXO is standardised and compares a child’s results against norms for their age and gender, providing a reliable profile of their difficulties.
  
• Conners 3 questionnaires – we provide parents with a set of questionnaires to complete (along with the relevant forms for the child’s teachers, if they attend nursery or school). The Conners 3 is one of the most important screening tools in the diagnosis of ADHD, enabling us to assess not only the severity of symptoms of hyperactivity and inattention, but also any co-occurring issues (such as oppositional defiant behaviour or learning difficulties). Comparing the perspectives of home and school helps us to see the full picture of the child’s situation.
  
• Psychological assessment of a child – a child psychologist conducts an interview and clinical observation of the young patient. In a supportive atmosphere, we seek to get to know the child, their way of thinking, how they respond to instructions, and how they cope with tasks. Often, even whilst the MOXO assessment is underway, the psychologist picks up on characteristic behaviours (e.g. fatigue, frustration when faced with distractors, the child’s compensatory strategies), which enrich the data from the test.
  
• Psychiatric consultation – an integral part of our comprehensive diagnosis is a consultation with a child psychiatrist. This takes place once the psychological assessments have been completed and the results of the tests and questionnaires are available. The doctor analyses all the documentation, talks to the parents and the child, and then confirms or rules out a diagnosis of ADHD and makes further recommendations. This ensures that parents receive comprehensive feedback: both a psychological assessment and a medical evaluation of their child’s condition.
  

Once the assessment is complete, we draw up a written summary setting out the findings and conclusions, and arrange a meeting with the parents to discuss the results. At this meeting, we not only present the assessment but also provide detailed recommendations – on what forms of therapy or support will be most beneficial for the child, how to work with them at home, and what to look out for at school.

Our aim is for parents to leave with a full understanding of their child’s situation and a plan for the way forward. The comprehensive nature of our approach lies in the fact that we combine a range of diagnostic tools (objective tests, questionnaires, interviews, clinical observation and medical consultation) – this ensures that the diagnosis is accurate and complete, and that any other possible causes of the difficulties have been taken into account.

If, during the assessment, it becomes apparent that further investigations are required (e.g. speech and language therapy, educational assessment or diagnosis of another condition), we also refer parents to the relevant specialists.

The importance of early diagnosis and support for children with ADHD

An accurate diagnosis of ADHD is of immense importance – both for the child themselves and for those around them. Above all, it helps to understand the cause of the difficulties. Both parents and teachers then stop viewing the child solely through the lens of ‘naughty’ behaviour or poor marks, and begin to realise that there is an underlying condition requiring support.

This is often a relief for the child as well – instead of constant criticism, they receive support tailored to their needs.

Early identification of the problem enables the implementation of appropriate treatment and management strategies, which help the child cope better with their symptoms on a day-to-day basis.Thanks to the diagnosis, steps can be taken to prevent negative consequences from escalating in the future – both in terms of education and emotional and social well-being.

Untreated ADHD can, in fact, lead to a range of complications. The most common include: learning difficulties (repeating a year, dropping out of education early), problems with self-esteem (the child feels inferior and is constantly being told off), problems in relationships with peers and family members (due to conflicts and a lack of understanding of the child’s behaviour), and during adolescence, the risk of developing other disorders also increases.

Teenagers with untreated ADHD are more likely to develop, for example, anxiety disorders, depression, behavioural disorders (including aggression and rebellious behaviour), and even problems with substance misuse. Research indicates that over half of those with ADHD in childhood continue to experience symptoms in adulthood, which can lead to difficulties at work or in family life. In short, the lack of a diagnosis and support carries the risk that a child will ‘grow up’ to become an adult burdened by a history of setbacks and unresolved problems.

In turn, treatment started early enough and specialist support can change the course of a child’s development. As experts emphasise, “early detection and treatment of ADHD […] is crucial for improving various aspects of life, including relationships, academic or professional achievements, and emotional well-being”.

A child who has received support can make better use of their intellectual potential, learn strategies for coping with difficulties and, above all, regain confidence in their own abilities.

The atmosphere at home also improves – armed with knowledge and guidance, parents stop blaming themselves or their child, and instead focus on constructive solutions.

What are the benefits of a formal ADHD diagnosis?

As well as clarifying the situation and paving the way for therapy, an official diagnosis enables the child to access the forms of support available within the education and healthcare systems. In the case of a child of pre-school or school age, a Psychological and Pedagogical Counselling Centre (whether public or non-public but with public status) may, on the basis of the diagnosis, issue an opinion on the need to adapt educational requirements and teaching methods to the child’s individual needs.

Such an assessment (often referred to simply as an ‘ADHD assessment’ for the school) constitutes formal confirmation that the pupil has special educational needs. As a result, teachers are required to adapt their teaching and assessment methods – for example, by giving the child extra time in tests, seating them in a quieter part of the classroom (close to the teacher), break tasks down into shorter stages, and avoid excessive distractions in the environment.

The aim of these adjustments is to ensure equal educational opportunities for pupils with ADHD and to prevent secondary emotional and motivational problems. In nursery school too – provided they have a formal assessment – a child can expect an individualised approach, and the nursery has grounds to, for example, provide them with additional remedial classes or the support of a psychologist.

What’s more, a diagnosis paves the way for specialist treatment. In the case of ADHD, the most effective therapeutic approach is usually a multi-pronged one – it includes: psychoeducation for parents (to help them better understand their child and know how to deal with them), parenting training teaching parenting methods tailored to a hyperactive child, behavioural therapy (learning specific techniques for managing symptoms and reinforcing desirable behaviours), and sometimes social skills training for the child (to help them function better within a peer group).

For older children and teenagers, cognitive-behavioural therapy focusing on organising study, self-regulation techniques and managing emotions may also be recommended.

Many children with ADHD also benefit from activities such as attention training, EEG biofeedback and sensory integration – these are supportive methods that help to improve attention regulation and reduce tension. Where other issues co-occur (e.g. dyslexia, tics, anxiety), appropriate therapies targeting these disorders are carried out in parallel. As for pharmacotherapy, in Poland it is regarded as a complement to psychological interventions.

Medication – most commonly stimulants (methylphenidate) or non-stimulant treatments (atomoxetine, guanfacine) – can significantly reduce symptoms in some children, improving their ability to learn and their relationships with those around them.

The decision to prescribe medication is made by a psychiatrist in consultation with the parents, taking into account the benefits and any potential side effects.

Research and guidelines indicate that the best results are achieved by combining behavioural therapy with medication in moderate and severe cases, although non-pharmacological methods are recommended as the first line of treatment for pre-school children.

Summary 

An ADHD diagnosis is not simply ‘labelling’ someone, but the first step towards getting help. The sooner a child with ADHD is understood and receives support, the greater the chance that they will fulfil their potential despite their difficulties.

Adjustments to school requirements, informed parenting and appropriate therapy ensure that the child is not left to cope alone with the challenges posed by their temperament and the way their nervous system functions.

Instead, they have the chance to learn to live with it and channel their energy in a positive direction. Many well-known, outstanding individuals (scientists, artists, entrepreneurs) admit to having ADHD – with the right support, children with ADHD grow up to be creative, passionate adults who often think outside the box and solve problems dynamically.

However, for this to happen, it is crucial not to ignore the early signs, to seek a reliable diagnosis and not to hesitate to make use of the support available. ADHD is a challenge, but with the right approach it can be turned into a success – and the first step is precisely to get a diagnosis and understand your child.

Bibliography:

1. BrainTech Lab – “How to Recognise ADHD? A Comprehensive Guide to Diagnosis” braintechlab.pl braintechlab.pl braintechlab.pl braintechlab.pl braintechlab.pl braintechlab.pl.
2. Practical Neurology – M. Wolańczyk et al., “Attention-Deficit/Hyperactivity Disorder (ADHD)” neurologia-praktyczna.pl neurologia-praktyczna.pl.
3. Menti Clinic – “ADHD in girls: 20 characteristic symptoms” menticlinic.pl menticlinic.pl.
4. Polish Wikipedia – “ADHD – the free encyclopaedia” pl.wikipedia.org pl.wikipedia.org (epidemiological data, gender differences).
5. KidsMedic Therapy Centre – Description of ADHD diagnosis kidsmedic.pl kidsmedic.pl.
6. PTP Psychological Testing Centre – Description of the Conners 3 test battery 3practest.com.pl 3practest.com.pl.
7. Gdańsk ADHD Centre – Information materials on working with pupils with ADHD: centrumadhd.gda.pl.
8. Dziecko.Medonet – an extract from the book “My Child Has ADHD”dziecko.medonet.pldziecko.medonet.pl (description of symptoms of hyperactivity and impulsivity).