Why Parents Are Asking About ADHD More Than Ever
If you’re a parent wondering whether your child’s challenges are “just a phase” or something more, you’re not alone. If you’ve felt like more families are talking about ADHD than ever before, you’re right! In the U.S., about 1 in 9 children (11.4%) have received an ADHD diagnosis. That estimate comes from recent national data collected from families across the country, with higher rates in teens (12–17) than younger children (5–11). Boys are diagnosed more often than girls but girls are increasingly recognized, especially when their symptoms present more internally (e.g., inattention) rather than externally (e.g., hyperactivity).
Globally, ADHD occurs in roughly 6–10% of children and teens, with meta-analyses converging on about 8% and a higher prevalence in boys.
ADHD is common and real, and understanding it early can change a child’s day-to-day life at home, at school, and with friends.
What ADHD Is (and Isn’t)
ADHD is more than “high energy” or being “easily distracted.” Research points to differences in executive functions, the brain systems that help us focus, plan, remember, regulate emotions, and manage impulses. These findings come from large meta-analyses showing reliable weaknesses in response inhibition and working memory for many children with ADHD.
ADHD is Not:
- Not laziness. ADHD isn’t about effort, it’s about how the brain organizes and regulates attention.
- Not always obvious. Some kids daydream quietly; others act impulsively. ADHD can look very different in different children.
- Not caused by bad parenting. Family stress can make symptoms harder, but ADHD itself is a neurodevelopmental condition, not a parenting failure.
When your child struggles with follow-through, organization, or big feelings, it isn’t a character flaw. They’re signals that support is needed.
Why We’re Launching This ADHD Blog Series (and What’s Coming)
So many parents I meet tell me:
- “My teen swears they have ADHD because of a TikTok video.”
- “I don’t know what’s true online.”
- “It feels like mental health struggles are everywhere right now.”
These are real concerns and they inspired this series. Over the next few posts, we’ll dig into these questions together.
Early answers mean earlier support, less stress, and more confidence for both you and your child.
Tune in to our next blogs where we’ll blend science and support so you can move from uncertainty to clarity:
Blog 2: When Your Teen Thinks They Have ADHD (Because TikTok Told Them So)
→ Why teens connect with ADHD content online, and how media habits shape attention.
Blog 3: The ADHD Misinformation Problem: How to Tell What’s True Online
→ How viral posts spread myths about ADHD and how to fact-check with your teen.
Blog 4: TikTok Trends & Teen Emotions: When Sharing Becomes Romanticizing
→ Why emotional sharing online can sometimes reinforce pain instead of healing.
Blog 5: The Current State of Kids’ Mental Health: A Guide for Parents & Caregivers
→ Broader trends in ADHD, anxiety, and depression and why families need more support than ever.
Blog 6: What a professional ADHD Evaluation Looks Like
→ Step inside the evaluation process, what it includes, how it helps, and why clarity is better than “wait and see.”
Want clarity now? Don’t wait for every blog to publish, book a free consultation with NeuroChamp and let’s start understanding your child’s needs today.
The Role of Today’s Digital World (A Preview)
Parents often tell me: “My teen can focus for hours on videos or gaming, but not on homework.” You’re noticing something real. A 24-month longitudinal study in JAMA found that more frequent digital media use was associated with higher odds of later ADHD-type symptoms. Meanwhile, reviews of media multitasking show links to weaker working memory and sustained attention in heavier multitaskers. These studies don’t prove causation, but they do suggest today’s fast media can magnify attention challenges for some kids. We’ll unpack practical fixes in the series.
Why Early Evaluation and Support Matter
The American Academy of Pediatrics recommends that children ages 4–18 be evaluated if ADHD is suspected, and emphasizes looking for co-occurring conditions like anxiety, learning differences, and sleep challenges.
Research shows that early intervention predicts better long-term outcomes. In one longitudinal study, children who responded to early treatment continued to function better years later compared to those who didn’t receive timely support.
Early answers mean earlier support, less stress, and more confidence for both you and your child.
What You Can Do This Week
- Observe patterns (home, school, friendships, sleep). Jot notes; patterns matter.
- Talk with your child’s teacher about strengths and struggles you’re both seeing.
- Create gentle “attention reps” at home: short reading, puzzles, walking, cooking, then stretch the time.
- Learn with us. Follow along with this ADHD series. Each blog is written to give you both research and reassurance.
- Reach out. If you’re ready, we can walk this road together.
From Worry to a Plan
You don’t have to sit in “wait and see.” At NeuroChamp, we believe every family deserves answers, not uncertainty. Through comprehensive, neuroaffirming evaluations, we help parents move from confusion to clarity with a plan that feels doable and hopeful. Schedule a free consultation and let’s take the next step together.
Schedule your free consultation today. From our family to yours, we’re here to help your child thrive.
About the Author
Dawnyelle DeLongchamp, M.S., BCBA, LEP
Dawnyelle is a Licensed Educational Psychologist (LEP #4577) and Board Certified Behavior Analyst with over 25 years of experience. As the founder of NeuroChamp Educational Psychology & Speech Services, she specializes in comprehensive, neuroaffirming evaluations for learning differences, ADHD, autism, anxiety, and more, helping families move from uncertainty to clarity with empathy and practical insight.
References
- Ayano, G., et al. (2023). Global prevalence of ADHD in children and adolescents: A systematic review and meta-analysis. Psychiatry Research.
- Centers for Disease Control and Prevention (CDC). (2024). Data & Statistics on ADHD in children.
- Houmann, T. B., et al. (2023). Early ADHD treatment response and 3-year functional outcomes: Longitudinal study. Frontiers in Psychiatry.
- Salari, N., et al. (2023). Global prevalence of ADHD among children/adolescents: Systematic review and meta-analysis. Italian Journal of Pediatrics.
- Schreiber, J. E., et al. (2013). Meta-analysis of executive function in children with ADHD. Neuropsychology Review.
- Willcutt, E. G. (2005). Validity of the executive function theory of ADHD: Meta-analytic review. Biological Psychiatry.
- Wolraich, M. L., et al. (2019). Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of ADHD in Children and Adolescents. Pediatrics.
