Surreal illustration of a child amidst abstract thoughts and emotions, questioning ADHD overdiagnosis.

Is ADHD Overdiagnosed? Rethinking Childhood Behavior in a Modern World

Kai Mendoza in Mind & Education August 2025 • 3 min read.

"Exploring professional experiences and critical perspectives on ADHD diagnoses in children."

For over a decade, professionals have worked with children and adolescents, focusing on school discipline, boundary setting, and the increasing diagnoses of Attention Deficit Hyperactivity Disorder (ADHD). Educators are concerned about addressing indiscipline in classrooms and what they perceive as a lack of boundaries in children.

Beyond disciplinary concerns, educators are committed to understanding emerging diagnoses such as learning disabilities, dyslexia, dyscalculia, and other specific childhood disorders related to learning. This commitment reflects a desire to support students effectively.

The topic of childhood and adolescent discipline has driven extensive study and theoretical work, leading to critical analysis of the criteria and context surrounding ADHD diagnoses.

Professional Experiences and the Construction of ADHD Diagnosis

Surreal illustration of a child amidst abstract thoughts and emotions, questioning ADHD overdiagnosis.

Experiences from 2005 to 2009, particularly highlighted the complexities of diagnosing ADHD. A school guidance counselor, a psychologist, and a professor, all raised critical questions about whether ADHD diagnoses were being used to mask underlying issues.

The professionals questioned whether ADHD diagnoses were overshadowing other absences and conflicts, such as difficulties in managing diverse modes of existence and establishing moral values for human interaction. This raised concerns about the potential over-reliance on medical explanations for behavioral issues.

Difficulty dealing with diverse behaviors
Challenges in setting boundaries
Impact of modern life on children
Ethical and moral considerations in diagnosis

These concerns align with broader discussions about the pathologization of school children. Some experts argue that educators are increasingly seeking psychological explanations for behavioral issues, leading to a surge in para-pedagogical services. This trend raises questions about whether schools are adequately addressing the root causes of student difficulties.

Conclusion

Professional experiences reveal inconsistencies and contradictions in ADHD diagnoses, suggesting that the construct may be used to address modern-day issues. These include difficulties in accepting diverse behaviors and setting appropriate moral boundaries.

About this Article -

This article was crafted using a human-AI hybrid and collaborative approach. AI assisted our team with initial drafting, research insights, identifying key questions, and image generation. Our human editors guided topic selection, defined the angle, structured the content, ensured factual accuracy and relevance, refined the tone, and conducted thorough editing to deliver helpful, high-quality information.See our About page for more information.

This article is based on research published under:

DOI-LINK: 10.1590/1984-0292/991, Alternate LINK

Title: Algumas Experiências Profissionais Acerca Da Construção Do Diagnóstico Do Tdah

Journal: Fractal : Revista de Psicologia

Publisher: FapUNIFESP (SciELO)

Authors: Rosana Vera De Oliveira Schicotti, Jorge Luis Ferreira Abrão, Sérgio Augusto Gouveia Júnior

Published: 2016-04-01

Everything You Need To Know

What concerns do educators have regarding student behavior and how are these concerns related to Attention Deficit Hyperactivity Disorder diagnoses?

Educators have raised concerns regarding indiscipline in the classroom and perceived lack of boundaries in children. They're also committed to understanding learning disabilities, dyslexia, dyscalculia, and other specific childhood disorders related to learning. These concerns have led to a critical analysis of the criteria and context surrounding Attention Deficit Hyperactivity Disorder diagnoses.

What specific issues are professionals concerned about when considering Attention Deficit Hyperactivity Disorder diagnoses in children?

Some professionals have questioned whether Attention Deficit Hyperactivity Disorder diagnoses might overshadow other underlying issues, such as difficulties in managing diverse behaviors and challenges in establishing moral values. The concern is that medical explanations might be over-relied upon when addressing behavioral issues in children, rather than exploring the root causes.

What does 'pathologization of school children' mean in the context of educational and psychological services?

The term 'pathologization of school children' refers to the increasing tendency of educators to seek psychological or medical explanations for behavioral issues observed in students. This can lead to a surge in para-pedagogical services, which may not always address the core reasons for student difficulties, instead focusing on medical fixes.

In what ways might Attention Deficit Hyperactivity Disorder diagnoses be used to address broader issues present in today's society?

Experiences suggest inconsistencies and contradictions in Attention Deficit Hyperactivity Disorder diagnoses indicate that the construct may be used to address modern-day issues. These issues include difficulties in accepting diverse behaviors and challenges in setting appropriate moral boundaries.

How might difficulties in accepting diverse behaviors in children relate to Attention Deficit Hyperactivity Disorder diagnosis and treatment?

Difficulties in accepting diverse behaviors in children might be related to a lack of understanding or tolerance for individual differences. This could stem from societal pressures, standardized expectations, or inadequate training for educators in managing diverse classrooms. Further research is required to understand how acceptance of diverse behaviors influences the diagnosis and treatment of conditions like Attention Deficit Hyperactivity Disorder.